Rights and Responsibilities - Austin...

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Rights and Responsibilities: Student Connections to Freedom of Speech and Assembly and Current Immigration Policies Austin Independent School District Social Studies Curriculum Department April 2006

Transcript of Rights and Responsibilities - Austin...

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Rights and Responsibilities:Student Connections to Freedom of Speech and

Assembly and Current Immigration Policies

Austin Independent School DistrictSocial Studies Curriculum Department

April 2006

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Citizenship and Immigration:Connections to TAKS

The content on citizenship and immigration reforms in this packet has the followingconnections to the tested TAKS expectations:

Grade 8:

Objective 1: The student will demonstrate an understanding of issues and events inU.S. history.

(8.1) History. The student understands traditional historical points of reference in U.S.history through 1877. The student is expected to

8.1A Identify the major eras in U.S. history through 1877 and describe theirdefining characteristics.

8.1B Apply absolute and relative chronology through the sequencing ofsignificant individuals

Objective 2: The student will demonstrate an understanding of geographicinfluences on historical issues and events.

(8.10) Geography. The student uses geographic tools to collect, analyze, and interpretdata. The student is expected to

8.10A Pose and answer questions about geographic distributions and patternsshown on maps, graphs, charts, models and databases

Objective 3: The student will demonstrate an understanding of economic and socialinfluences on historical issues and events.

(8.24) Culture. The student understands the relationships between and among peoplefrom various groups, including racial, ethnic, and religious groups. The student isexpected to

8.24A Analyze the contributions of people of various racial, ethnic, and religiousgroups to our national identity

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Objective 4: The student will demonstrate an understanding of political influenceson historical issues and events.

(8.16) Government. The student understands the American beliefs and principlesreflected in the U.S. Constitution and other important historic documents. Thestudent is expected to

8.16D Analyze how the U.S. Constitution reflects the principles of limitedgovernment, republicanism, checks and balances, federalism, separation ofpowers, popular sovereignty, and individual rights.

(8.20) Government. The student understands the rights and responsibilities of citizensof the United States. The student is expected to

8.20A Define and give examples of unalienable rights8.20B Summarize rights guaranteed in the Bill of Rights

(8.22) Citizenship. The student understands the importance of the expression ofdifferent points of view in a democratic society. The student is expected to

8.22A Describe the importance of free speech and press in a democratic society

Objective 5: The student will use critical thinking skills to analyze social studiesinformation.

(8.30) Social Studies Skills. The student applies critical-thinking skills to organize anduse information acquired from a variety of sources including electronictechnology. The student is expected to

8.30A Differentiate between, locate, and use primary and secondary sources

8.30B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea,summarizing, making generalizations, and drawing inferences andconclusions

8.30C Organize and interpret information from visuals8.30D Identify points of view from the historical context surrounding an event

and the frame of reference which influenced the participants8.30F Identify bias in written, oral, and visual material

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Grade 10:

Objective 2: The student will demonstrate an understanding of geographicinfluences on historical issues and events.

(8.10) Geography. The student uses geographic tools to collect, analyze, and interpretdata. The student is expected to

8.10A Pose and answer questions about geographic distributions and patternsshown on maps, graphs, charts, models and databases

(WG1) Geography. The student understands how geographic contexts and processes ofspatial exchange influenced events in the past and helped to shape the present.The student is expected to

WG1AAnalyze the effects of physical and human geographic patterns andprocesses on events in the past and describe their effects on presentconditions

WG1B Trace the spatial diffusion of a phenomenon and describe its effects onthe regions of contact

Objective 3: The student will demonstrate an understanding of economic and socialinfluences on historical issues and events.

(WG10) Economics. The student understands the distribution and characteristics ofeconomic systems throughout the world. The student is expected to

WG10C Compare the ways people satisfy their basic needs through theproduction of goods and services

(WG18) Culture. The student understands the ways in which cultures change andmaintain continuity. The student is expected to

WG18A Describe the impact of general processes such as migration on culturalchange

Objective 4: The student will demonstrate an understanding of political influenceson historical issues and events.

(8.16) Government. The student understands the American beliefs and principlesreflected in the U.S. Constitution and other important historic documents. Thestudent is expected to

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8.16D Analyze how the U.S. Constitution reflects the principles of limitedgovernment, republicanism, checks and balances, federalism, separation ofpowers, popular sovereignty, and individual rights.

(8.20) Government. The student understands the rights and responsibilities of citizensof the United States. The student is expected to

8.20A Define and give examples of unalienable rights8.20B Summarize rights guaranteed in the Bill of Rights

(8.23) Citizenship. The student understands the importance of the expression ofdifferent points of view in a democratic society. The student is expected to

8.22A Describe the importance of free speech and press in a democratic society

Objective 5: The student will use critical thinking skills to analyze social studiesinformation.

(8.30) Social Studies Skills. The student applies critical-thinking skills to organize anduse information acquired from a variety of sources including electronictechnology. The student is expected to

8.30A. Differentiate between, locate, and use primary and secondary sources8.30D Identify points of view from the historical context surrounding an event

and the frame of reference which influenced the participants8.30F Identify bias in written, oral, and visual material

(WG21) Social Studies Skills. The student applies critical-thinking skills to organizeand use information acquired from a variety of sources including electronictechnology. The student is expected to

WG21C Interpret maps to answer geographic questions, infer geographicrelationships, and analyze geographic change

(WH26) Social Studies Skills. The student communicates in written, oral, and visualforms. The student is expected to

WH26C Interpret visuals including graphs, charts, timelines, and maps

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Grade 11:

Objective 1: The student will demonstrate an understanding of issues and events inU.S. history.

(US1) History. The student understands traditional historical points of reference in U.S.history from 1877 to the present. The student is expected to

US1A Identify the major eras in U.S. history through 1877 and describe theirdefining characteristics.

(US5) History. The student understands significant individuals, events, and issues of the1920s. The student is expected to

US5A Analyze causes and effects of significant issues such as immigration…

Objective 2: The student will demonstrate an understanding of geographicinfluences on historical issues and events.

(US8) Geography. The student uses geographic tools to collect, analyze, and interpretdata. The student is expected to

US8B Pose and answer questions about geographic distributions and patternsshown on maps, graphs, charts, models and databases

(US10)Geography. The student understands the effects of migration and immigration onAmerican society. The student is expected to

US10A Analyze the effects of changing demographic patterns resulting from migration within the United States

US10B Analyze the effects of changing demographic patterns resulting from immigration within the United States

Objective 3: The student will demonstrate an understanding of economic and socialinfluences on historical issues and events.

(US2) History. The student understands the political, economic, and social changes inthe United States from 1877 to 1898. The student is expected to

US2C Analyze social issues such as the treatment of minorities, child labor, andthe problems of immigrants

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(US21) Culture. The student understands how people from various groups, includingracial, ethnic, and religious groups adapt to life in the United States and contributeto out national identity. The student is expected to

US21A Explain actions taken by people from racial, ethnic, and religiousgroups to expand economic opportunities and political rights inAmerican history

(WG10) Economics. The student understands the distribution and characteristics ofeconomic systems throughout the world. The student is expected to

WG10C Compare the ways people satisfy their basic needs through theproduction of goods and services

Objective 4: The student will demonstrate an understanding of political influenceson historical issues and events.

(8.16) Government. The student understands the American beliefs and principlesreflected in the U.S. Constitution and other important historic documents. Thestudent is expected to

8.16D Analyze how the U.S. Constitution reflects the principles of limitedgovernment, republicanism, checks and balances, federalism, separation ofpowers, popular sovereignty, and individual rights.

(8.20) Government. The student understands the rights and responsibilities of citizensof the United States. The student is expected to

8.20A Define and give examples of unalienable rights8.20B Summarize rights guaranteed in the Bill of Rights

(8.22) Citizenship. The student understands the importance of the expression ofdifferent points of view in a democratic society. The student is expected to

8.22A Describe the importance of free speech and press in a democratic society

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Objective 5: The student will use critical thinking skills to analyze social studiesinformation.

(US24) Social Studies Skills. The student applies critical-thinking skills to organize anduse information acquired from a variety of sources including electronictechnology. The student is expected to

US24A Differentiate between, locate, and use primary and secondarysources

US24B Analyze information by sequencing, categorizing, identifyingcause-and-effect relationships, comparing, contrasting, finding themain idea, summarizing, making generalizations, and drawinginferences and conclusions

US24C Explain and apply different methods that historians use to interpretthe past, including the use of primary and secondary sources,points of view, frames of reference , and historical context

US24F Identify bias in written, oral, and visual material

(WG21) Social Studies Skills. The student applies critical-thinking skills to organizeand use information acquired from a variety of sources including electronictechnology. The student is expected to

WG21C Interpret maps to answer geographic questions, infer geographicrelationships, and analyze geographic change

(WH26) Social Studies Skills. The student communicates in written, oral, and visualforms. The student is expected to

WH26C Interpret visuals including graphs, charts, timelines, and maps

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Freedom of Speech: Participating in Public Debates

The process of debating public issues has never been more open to public scrutiny than itis today. Students should use their opportunities to voice their opinions by followingthese steps:

1. Identify the issue(s) of concern. Get in the habit of looking at the morningnewspaper or the evening news. If you see something of interest, you shouldstudy the topic further rather than basing your opinions on short TV sound bites.What public issue is of most interest to you?

2. Find out whom to contact. Your opinion counts most when you express it tothose people who have some authority or influence on the issue. That could be agovernment official, a private lobbying group, or a media outlet that reaches manyvoters. Who might you contact to express your views on your topic? Why?

3. Decide on a strategy for publicizing your opinions. Decide on the best way toget your ideas across. Consider your communication skills – do you expressyourself better through speaking or through writing?

4. Present your ideas. Generally a battle to win the hearts and minds of your fellowcitizens is won on the strength of good ideas well presented. What short-termand long-term goals might you seek through participating in public debates?

“Congress shall make no law…abridging the freedom ofspeech…”

-United States Constitution,1st Amendment

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A Public Debate on Migration and Immigration

Overview:The United States is a nation built on immigration, and immigrants from manycultures have influenced the culture of every state. Immigration from Mexico to theU.S. is a complex and important cultural, economic, social and political issue, whichaffects all regions of both countries. It is also a divisive issue, with entrenchedopinions on all sides. With what follows, students and teachers will be able to explorevarious issues related to migration and immigration.

Objectives:Students will develop debate and persuasion skills.Students will research a topic and develop arguments in support of a particular pointof view.Students will become familiar with more than one side of an issue.

Grade Level: 7-12

Time Required: 3-4 class periods

Materials: Note cards, articles (newspapers, news magazines, Internet), books.Teachers may direct students to the links page atwww.midwestworldfest.org/student/mexico for additional resources.

Procedure:

1. Students may already have opinions on many of the issues that can be debated. As a firststep in the debate process, teachers can use a free writing exercise in which the studentsexpress and provide support for their opinions, and, perhaps, try to identify the sources oftheir opinions (parents, teachers, media, experience, etc.).

There are two types of debate that could be used.The first involves assigning roles to individual students (though more than one student canbe assigned to each role). Taking on a persona makes the experience more personal forstudents. If the topic is immigration, roles might include:

o a legal immigrant working and sending money home to his or her family in Mexicoo a politician who opposes immigrationo the owner of a company that employs migrant workerso a teacher of both English-speaking and non-English-speaking students etc.

Students brainstorm and research the issue from the perspective of their assigned role. Thedebate takes the form of a town meeting, where students assume the personas they haveprepared and express their own perspectives. Rules of debate etiquette apply (for example,no insults or rude interruptions). In a larger class, two such town meetings can take placesimultaneously.The second type of debate that can be used is simpler but does not force students to lookas deeply into perspectives they might not otherwise consider. Divide the class into twogroups, one pro and one con. Within each of these groups, students can be divided intosmaller groups to focus on specific aspects of the issue. The resulting debate should followrules of etiqette and format. In both cases, it is helpful to have students work in groups topool their research findings and brainstorm arguments. It might be useful for each group tohave a captain who makes sure everyone's contributions are heard and noted. All studentsin the group should take notes.

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2. On day one, after free writing (and discussion if desired), the debate is explained andstudents are provided with readings, such as articles from newspapers or news magazines,that support their side of the argument. They should also be encouraged to find furtherinformation on the internet or in the library.

3. On the second day, after reading their articles and thinking about how to argue their side,students meet in groups to share ideas and brainstorm more. They will also find it useful tobrainstorm arguments they expect the other side to use against them, and to deviseeffective responses.

4. On the third day students debate the issue. It is important that all students participate inthe discussion, and that all are respectful of others.

5. As homework, students can be asked to write essays (possibly persuasive in nature) inwhich they put forth their personal opinions. As an alternative, they can be asked to write aletter to an appropriate audience, such as the president, lawmakers, the school board. (Thiscould be done either from their assigned personas or from their actual perspectives.)Expressing and supporting an opinion in letter form may feel more natural to somestudents.

6. On day four, a class discussion might include topics such as:o What did you learn about the issue?o How did your perspective or opinion change as you heard other perspectives?o How did it feel to argue against your own actual opinion?o What did you learn about debating, and what would you do differently next time?

Materials retrieved from Midwest World Fest at http://www.midwestworldfest.org/mexico/mexico.html.

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Make Your Opinions Known…

Write a letter to the editor. Your letter should be brief, quickly stating theissue, your opinion and facts to support your opinion. Letters that are wellreasoned may have more influence than hostile or insulting prose.

Contact a government official or agency. Find out who the decision makersare on your issue.

Join a public interest group or other lobbying organization. You mightwant to work for a cause you believe in. Find out if there are anyrequirements for joining, such as fees.

Join an Internet newsgroup. Live, “real time” newsgroups let youparticipate in actual conversations and debates. Consult with a parent orteacher about appropriate groups.

Address a government hearing on an issue of concern to you. Comeprepared with facts and a few specific points to make. Be prepared to makeany opposing arguments.

Participate in a petition drive. A great way to register grassroots support foran issue or a specific bill is to gather signatures for a petition.

A special note on participating in demonstrations of support: Comingtogether with other activists to rally support and send a loud message can beexciting. Every student has the right to protest, but not during the schoolday. There are opportunities to protest before school, after school, andon weekends. Demonstrators must realize however that these events must belegal and orderly.

Materials adapted from Prentice-Hall, Magruder’s American Government

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Freedom of Assembly: Guarantees and Regulations

The First Amendment guarantees the right to assemble peaceably and to petitionthe government for a redress of grievances.

Government can reasonably regulate the time, place, and manner of assembly, butthose regulations must be “content neutral.”

Grayned v. City of Rockford, 1972: The Supreme Court upheld a cityordinance that prohibits making noises or causing other diversions near aschool if that action disrupts school activities.

The right of assembly does not give demonstrators the right to trespass on privateproperty.

The guarantee of freedom of assembly and petition carries with it a right ofassociation.

The right of association guarantees that individuals can come together with othersto promote political, economic, and social causes.

Materials adapted from Prentice-Hall, Magruder’s American Government

Discussion Items:

• What does the right to assemble peaceably mean? Give two examples of peacefulassembly for political purposes.

• Why are the freedom to assembly peacefully and the freedom of association central toan open, democratic republic?

• Not all assembly is protected by the 1st Amendment. Suppose you are helping toorganize a demonstration for a political cause. Make up three to five questions youshould ask in order to determine if your demonstration would be consideredconstitutional by the Supreme Court.

“.…the right of the people peaceably to assemble, and to petitionthe Government for a redress of grievances.”

-United States Constitution,1st Amendment

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General Immigration Fact Sheet

• There are over 150 million migrants in the world today. The United Statesreceives less than 2% of the world’s migrants on an annual basis.

• The number of documented immigrants admitted in 1998 totaled 660,477, thelowest level since 1988. This decrease was largely due to a backlog ofapplications within the INS for adjustments of status, which would enable peoplein the US borders to apply for permanent residency status.

• In 1998, 38.3% of immigrants arriving in the United States came from NorthAmerica, including Canada, Mexico, Central America, and the Caribbean,followed by Asia with 33.3% and Europe with 13.7%. In 1998, 131,575documented migrants came from Mexico, comprising 19.9% of the total. Otherleading source countries included China, India, the Philippines, and theDominican Republic.

• In 1999, 26.4 million people, or 9.7% of the total US population was foreignborn, compared to 15% in 1915.

• Immigrants tend to settle in selected states and urban areas. In 1999, almostone out of two immigrants live in central cities within a metropolitan area. Thetop 6 states of intended residence for immigrants admitted in 1998 wereCalifornia, New York, Florida, Texas, New Jersey, and Illinois.

• During the last several years, the median age of documented immigrants hasremained constant at 29 years of age.

• 54% of the documented immigrants admitted in 1998 were female, sustaining apattern developed in the previous four years.

• Some leading occupations among documented immigrants reporting aprofessional or technical occupation included: nurses, engineers, social orreligious workers, mathematical or computer scientists, natural scientists, andpost-secondary teachers. Many immigrants also work in agricultural labor, thegarment industry, food processing, construction, and the hotel and restaurantindustries.

Source: http://www.nnirr.org/immigration/immigration_faq.html

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Legalization and Immigrant Rights

What do we want in a legalization program?

The National Network for Immigrant and Refugee Rights and an hoc coalition ofimmigrant rights groups proposes the following “principles” and points as a “guide” tosupporting legalization and other immigration legislation and policies:

1. We need a comprehensive program that allows undocumented immigrants fromall nationalities and living in the U.S. to obtain legal permanent residency.

2. Future immigrants should also be able to come here legally and safely, haveaccess to permanent residency, and not fear criminal prosecution for unlawfulentry or exit.

3. Immigrant worker’s rights should be promoted and protected; employer sanctionsand the criminalization of work must be ended. Labor laws should be strictlyenforced, and immigrant workers should have the freedom to join unions toimprove wages and working conditions.

4. The human rights of all immigrants should be respected in the enforcement ofimmigration laws through the U.S. and the nation’s borders.

5. Immigrants should be able to adjust their status and reunite with families in a fairand timely way.

6. There should be an end to unfair political asylum and deportation processes andother barriers to acquiring and maintaining permanent residency.

7. All immigrants should have access to all public services and benefits includingdriver licenses, higher education, and health care.

8. Ensure legal access and fair treatment of immigrants who are detained, or inpolitical asylum or deportation procedures.

9. We need foreign policies that address the root of migration, such as sustainabledevelopment and fair trade agreements with other countries.

10. Protection, fairness, equality and benefits should be extended to all immigrants,without sacrificing the rights of some for the rights of others.

The National Network for Immigrants and Refugee Rights (NNIRR) supports a wide-ranging immigrant rights program for the rights and dignity of all immigrants andrefugees. We bring together a cross section of immigrant community groups, advocatesfor immigrant rights, members of the labor and civil rights movements, faithcommunities, and others seeking social and economic justice. We invite you to join us inour efforts.

Material obtained from the National Network for Immigration and Refugee Rights athttp://www.nnirr.org/projects/projects_legal.html.

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American Citizenship

Source: Prentice-Hall, Magruder’s American Government

Questions for discussion:• Which of these requirements is the most difficult to evaluate?• Consider the process by which aliens become naturalized citizens of the United

States. In your opinion, should this process be easier or more difficult? Whatstandards should be added or removed?

• Interview a relative or family friend who moved to the United States from anothercountry. Talk to them about their experiences. Do they have personal stories thatcapture the sense of the time? Do they believe their experiences were typical?How do they feel about television and film portrayals of immigrants’ lives? Whatlessons would they like to convey to members of your generation about theimmigrant experience?

Use the information from this interview to write a personal history from the pointof view of the former immigrant.

Rules of NaturalizationTo become a naturalized citizen, a person must:• Be at least 18 years old

• Have entered the country legally, lived in the United States for at least five years (forhusbands and wives of citizens, three years)

• File a petition for naturalization with the clerk of a Federal district court or a Statecourt of record

• Be literate in the English language

• Be “of good moral character,” “attached to the principles of the Constitution,” and“well disposed to the good order and happiness of the United States”

• Have “a knowledge and understanding of the fundamentals of the history, and theprinciples and form of government, of the United States”

• Take an oath of affirmation in which he or she absolutely renounces any allegiance toany foreign power and promises to “support and defend the Constitution and laws ofthe United States against all enemies, foreign and domestic”

“All persons born or naturalized in the United States and subjectto the jurisdiction thereof, are citizens of the United States and ofthe State wherein they reside.”

-United States Constitution,14th Amendment

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A History on Immigration and Legislation

Date Topic Details1776 – 1790 Immigration to the United

States is largelyunregulated

Exploration and the development oftransatlantic trade routes foster globalmigration. Religion, commerce, indenturedservitude, slavery, economic/agriculturalhardship are among the factors that motivateinternational resettlement

1786 Establishment of the firstfederal Native AmericanIndian reservation

The Native American population will bedecimated by forced removal from traditionallands, disease, and war. By 1900, the nativepopulation will be reduced from pre-contactnumbers estimated at 900,00 to 250,000.

1790 First legislation regulatingcitizenship

Any free white person could apply after twoyears of residency.

1819 Steerage Act (notation ofpassenger lists)

Ship’s captains and others are required to keepand submit manifests of immigrants.

1825 England overpopulated andrepeals laws prohibitingemigration.

The first group of Norwegian immigrants arrive.

1846-47 Crop failures in Europe Mortgage foreclosures send tens of thousands ofthe dispossessed to the United States.

1846 Irish Potato Famine Irish of all classes emigrate to the United States.

1848 German political refugeesemigrate to the UnitedStates

Refugees emigrate following the failure of arevolution.

1862 Homestead Act Encourages naturalization by granting citizenstitle to 160 acres.

1867 Minnesota Legislaturecreates the State Board ofImmigration

The foreign-born population nearly triples as theresettlement to Minnesota is aggressivelypromoted abroad.

1875 First limitations onimmigration

Residency permits required of Asians

1882 Chinese Exclusion Act Convicts, prostitutes, and “coolies” (Chinesecontract laborers) ex-convicts, lunatics, idiots,and those unable to take care of themselves arebarred from entry into the United States. A taxis levies on newly arriving immigrants.

1885 Contract laborers’ entrybarred.

This new legislation reverses an earlier federallaw legalizing the trade in contract labor.

1891 Office of Immigration/Immigration Act

Office of Immigration created as part of theUnited States Treasury department. Paupers,polygamists, the insane, and persons withcontagious diseases are excluded from entry tothe United States.

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Date Topic Details1892 Ellis Island opens Between 1892 and 1953, more than 12 million

immigrants will be processed at this one facility.Ellis Island replaces Castle Garden.

1903 Additional categories of persons excluded:epileptics, professional beggars, and anarchists.

1906 Bureau of Immigration Bureau of Immigration is established.

1907 Exclusions further broadened: imbeciles thefeeble-minded, tuberculars, persons withphysical or mental defects, and persons underage 16 without parents.

1907 Gentleman’s Agreement An informal agreement curtails Japaneseimmigration to the United States. Also, the taxon new immigrants is increased.

1910-1920 Mexican Revolution Labor shortages during World War I andagricultural opportunities spur immigrationfrom Mexico.

1917 Literacy Test All immigrants 16 years of age or older mustdemonstrate the ability to read a forty-wordpassage in their native language. Also, virtuallyall Asian immigrants are banned from entry intothe United States.

1921 Quota Act This Act limits immigration from southern andeastern European countries. Three percent ofeach nationality group’s representation(350,000) in the 1910 United States census.

1924 National Origins Act Native Americans are granted full citizenship.The Border Patrol is established.

1927 Immigration ceiling furtherreduced

The annual immigration ceiling is furtherreduced to 150,000; 2% of each nationalitygroup’s representation in the 1890 census.

1929 National Origins Act The annual immigration ceiling of 150,00 ismade permanent, with 70% of admissions slatedfor those coming from northern and WesternEurope, while the other 30% are reserved forthose coming from Southern and EasternEurope.

1940 Alien Registration Act Calls for registration and fingerprinting of allaliens. Approximately 5 million aliens register.

1942 Bracero Program Allows temporary migration of Mexicans intothe United States to work in the agriculturalindustry.

1946 War Brides Act Facilitates the immigration of foreign-bornwives, fiancés, husbands, and children of UnitedStates Armed Forces personnel.

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Date Topic Details1948 Displaced Persons Act Entry is allowed for 400,00 persons displaced

by World War II. These refugees must pass asecurity check and have proof of employmentand housing that does not threaten United Statescitizens’ jobs and homes.

1952 McCarran-Walter Act The Act consolidates earlier immigration lawsand removes race as a basis for exclusion. TheAct introduces an ideological criterion foradmission: immigrants and visitors to theUntied States can now be denied entry on thebasis of their political ideology (e.g., if they areCommunists or former Nazis)

1954 Ellis Island closes The closing of Ellis Island marks the end tomass immigration.

1965 Immigration Act isamended.

Nationality quotas are abolished. Establishes aceiling of 170,000 on immigration for theEastern Hemisphere and another ceiling of120,000 from the Western Hemisphere.

1975 Paris Peace Accord The United States stages a massive airlift,evacuating Americans and Southeast Asianrefugees. A year later, the first wave of Hmongrefugees arrives in Minnesota.

1978 World-wide immigrationceiling introduced.

A new annual immigration ceiling of 290,00replaced the separate ceilings for the Easternand Western Hemispheres.

1980 Refugee Act A system is developed to handle refugees as aclass separate from other immigrants.“…refugees are defined as those who flee acountry because of persecution ‘on account ofrace, religion, nationality, or political opinion.’”

1982 Stiff sanctions are introduced for employers ofillegal aliens.

1986 Immigration Reform andControl Act

The annual immigration ceiling is raised to540,000. Amnesty is offered to those illegalaliens able to prove continuous residence in theUnited States since January 1, 1986.

1990 Immigration Act of 1990 The annual immigration ceiling is further raisedto 700,00 for 1992, 1993, 1994; thereafter theceiling will drop to 675,000 a year. Tenthousand permanent resident visas are offered tothose immigrants agreeing to invest at least $1million in United States urban areas or $500,000In rural areas. The McCarran-Walter Act of1952 is amended so that people can no longer bedenied admittance to the United States on thebasis of their beliefs, statements, or associations.

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Date Topic Details1996 Immigration Reform Law In an effort to curb illegal immigration,

Congress votes to double the U.S. Border Patrolto 10,000 agents over five years and mandatesthe construction of fences at the most heavilytrafficked areas of the United States-Mexicoborder. Congress also approves a pilot programto check the immigration status of jobapplicants.

1996 Welfare Reform Law President Clinton signs welfare reform bill thatcuts many social programs for immigrants.Legal immigrants lose their right to food stampsand Supplemental Security Income. Illegalimmigrants become ineligible for virtually allfederal and state benefits except emergencymedical care, immunization programs, anddisaster relief.

Sources:http://www.ellisislandimmigrants.org/ellis_island_immigrants.htm

http://newark.rutgers.edu/~natalieb/newamericans.htm

http://news.minnesota.publicradio.org/features/2005/05/18_globaltimeline/

http://www.closeup.org/immigrat.htm

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Analyzing Political Cartoons on Immigration

Open the discussion of immigration with the quote provided by historian L.W. Levine. Have students discuss what they feel he was trying to say.

Have students predict what they think they may see as they examine historicpolitical cartoons on immigration.

As students examine the attached historic cartoons have the students reflect and focus onthe following questions:

• What are some positive attitudes or views toward immigrants depicted in thepolitical cartoons?

• What are some negative attitudes or views depicted in them?• What was difficult about analyzing the cartoons?• Based on these cartoons, what kind of reception do you think immigrants

could expect to find when they came to the United States?• How do you think an immigrant arriving in the United States in 1900 would

react if he or she picked up a newspaper or magazine and saw one of thehistoric cartoons?

Political cartoons to examine on current immigrant issues:

Have students examine the attached modern day political cartoons. Have them considerthe following questions as they study the cartoons:

• What are some positive attitudes or views toward immigrants depictedin the political cartoon?

• What are some negative attitudes or views depicted in them?• What issue is being addressed in the cartoon?• Whose point of view do you think the cartoon reflects?• What is the tone of the cartoon?• Do you agree or disagree with the message the cartoon portrays?• What was difficult about analyzing the cartoon?• What do you think is a fair solution to the immigration issue facing the

United States today?

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Source: Institute for Learning, University of Pittsburgh

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Historic Political Cartoons On Immigration

Source: “History Alive”! The United States Coming of Age: 1890-1920

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Source: “History Alive”! The United States Coming of Age: 1890-1920

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Source: “History Alive”! The United States Coming of Age: 1890-1920

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Source: “History Alive”! The United States Coming of Age: 1890-1920

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Contemporary Political Cartoons on Immigration

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Current Legislation on Immigration ReformImmigration Proposal Comparisons: Bush, Sensenbrenner, Specter National Network for Immigrant and Refugee Rights * www.nnirr.org

Bush Proposal Sensenbrenner (HR 4437) Specter (Chairman’s Mark)Legalization • None • None • None

Non-Immigrant• None • None • No path toward permanent residency and no

change in undocumented immigration status.ConditionalWorker Status

• Provides conditional work permit forundocumented immigrants in U.S. and working asof Jan. 2004.• Must pay $500 application fee• Must register with the Department of HomelandSecurity and plead “guilty” to being in the USunlawfully.• Must leave the country if unemployed for 45consecutive days.• May last indefinitely

• Three year, renewable • None • Creates H-2C nonimmigrant worker visa.Guest Workers temporary worker visa. Must

return home in order to renewone more time.

• Person must have job offer, pay $500 fee. • Visagood for 3 years, with renewal for another 3yearperiod. At end of 6-year period, must leavethe country for one year before applying again.• Could change jobs.• Must leave the country if unemployed for 45consecutive days.• Allows spouses and children to come with theworker, but they cannot work

EmployerSanctions

• National ID card. • Expansionof Basic Pilot Programnationwide for

• Creates phone and Internet-basedemployment eligibility verification system. •Would do away with I-9 process.

• Creates phone and Internet-based employmenteligibility verification system. • Limits eligibilitydocuments

employment verification. • Tamper-resistant ID cards• Adds 2,000 agents annually to investigateunlawful employment of immigrants

• Expedited removal along the • Proposes to build 700 more miles of wall • No wall proposedBorder Southwest border. along US-Mexico border at a cost of $2.2 • Increases Customs and Border Patrol agentsEnforcement • Ending “catch and release.” billion. • Updates technology at the border

• Increasing capacity of • Calls for feasibility study of building wall • Expands expedited removal along southern

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Immigration Proposal Comparisons: Bush, Sensenbrenner, Specter National Network for Immigrant and Refugee Rights * www.nnirr.orgBush Proposal Sensenbrenner (HR 4437) Specter (Chairman’s Mark)

Border detention facilities. at US-Canada border. borderenforcementcont.

• Increasing Border Patrolagents to 12,500.

• Mandatory cross-border agreements withCanada and Mexico.

• $139 million to upgradetechnology. • $70 million toreinforce and

• Creates a Red Zone Defense BorderIntelligence Pilot Program in Arizona.

expand barriers at the border.Workers’Rights

• No proposals • No proposals • Requires employers to provide workerscompensation at no cost to employee and insurancecovering injury or disease caused by or atworkplace. These benefits should be comparable tostate compensation.• Whistleblower protections for those who discloseviolations of these requirements.• Worker should be paid prevailing wage or actualwage paid by the employer.

Job Training • None • None • None

FamilyReunification& WorkerVisas

• None • None • Exempts immediate family members fromexisting caps on family-based immigrant visas.Applies to spouses, children, and parents of UScitizens, and the spouses and children of legalresidents.• Employment based green cards would beincreased to 290,000 from the current 140,000and 30% of these would go to “essential workers”(less-skilled workers).

Asylum andRefugee Issues

• None • None • Denies asylum to individuals based on theirsuspected activity related to terrorism or othersecurity-related reasons at the whim of theAttorney General.

Legal ProcessReform,

• None • Makes unlawful presence a federal crime.• Broadens definition of immigration

• Makes unlawful presence a federal misdemeanor.If individual is found to be unlawfully present a

including violations and makes a federal crime. second time, she/he is charged with an aggravated

Immigration Proposal Comparisons: Bush, Sensenbrenner, Specter, Updated March 2006 – page 2

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Immigration Proposal Comparisons: Bush, Sensenbrenner, Specter National Network for Immigrant and Refugee Rights *www.nnirr.org

Bush Proposal Sensenbrenner (HR 4437) Specter (Chairman’s Mark)Deportations • Mandatory detention of all non-citizens felony.

attempting to enter US unlawfully, except • Codifies “good moral character;” at the discretionfor Cubans. of a DHS officer who could deny naturalization

Legal Process • Seeks to overturn Supreme Court ruling to many long-term immigrants.Reform, cont. against indefinite detention. • Smuggling definition broadened to include

• Expands immigration consequences ofminor criminal convictions.

transporting, housing and employment of those whoare unlawfully present.

• Expedited removal of anyone inadmissibleon criminal grounds. • Mandatory detentionof criminal street

• Increases penalties for immigrants who fail tonotify the DHS of an address change to six monthsin prison.

gang members.• Immigration violators would be added tothe National Crime Information Centerdatabase.

• None • None • Provides state reimbursement for costs associatedState with the prosecution and incarceration ofreimbursement undocumented immigrants.

Diversity Visas• None • Suspends the diversity program. • None

• Will add 400 more • Expands definition of alien smuggling to • Expands definition of alien smuggling to includeSmuggling and immigration enforcement include assistance to undocumented assistance to an undocumented person.Trafficking agents and 250 criminal person.

investigators.• None • None • None

VAWA

State/local and• None • Gives law enforcement agencies authority

to enforce immigration laws.other interiorenforcement

• Would withhold federal funding to stateswith non-cooperation policies.• Includes development of an “immigrationenforcement pocket guide.”

Produced by the National Network for Immigrant and Refugee Rights – www.nnirr.org Thanks to Larisa Casillas and Chris Punongbayan for their assistance.Immigration Proposal Comparisons: Bush, Sensenbrenner, Specter, Updated March 2006 – page 3

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Propuesta de Bush Sensenbrenner Specter (Borrador del presidente del(HR 4437) Comité)

Legalización • Nada • Nada • Nada

Estatus de • • • No provee una vía a la residencia permanente y noTrabajador cambia la condición migratoria de indocumentadoCondicional No • Provee un permiso condicional de trabajo para el/laInmigrante inmigrante indocumentado en los EEUU y trabajando

desde Enero de 2004• Tiene que pagar una cuota de solicitud de $500.00• Tiene que registrarse con el Departamento de

Seguridad Nacional y declararse “culpable” de estaren los EEUU ilegalmente.• Puede durar indefinidamente

TrabajadoresHuéspedes • Visa de trabajador temporario • Nada • Crea una visa de no-inmigrante H-2C.

de tres años, renovable. Tieneque volver a su país de origenpara poder renovarla una vezmás.

• La persona tiene que tener una oferta de trabajo,pagar una cuota de $500. • La visa es válida por 3años, con una renovación para un periodo adicional de3años. Al final delperiodo de 6 años, tiene que salirse del país por unaño antes de poder resolicitarla otra vez.• Puede cambiar trabajo.• Tiene que salirse del país si está desempleado por45 días consecutivos.• Permite que las esposas y los niños vengan con eltrabajador, pero no pueden trabajar.

Sanciones a losempleadores

• Cédula de identidad nacional. •Expansión nacionalmente delPrograma Piloto Básico para laverificación del empleo.

• Crea un sistema de verificación porteléfono e Internet. • Anularía el procesode la I-9.

• Crea un sistema de verificación de la elegibilidadpara el empleo por teléfono y el Inter-net. • Limita losdocumentos de elegibilidad • Cédulas de identidadresistentes a la alteración• Añade 2,000 agentes por año para investigar elempleo ilegal de inmigrantes.

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Propuesta de Bush Sensenbrenner Specter (Borrador del presidente del(HR 4437) Comité)

Controlfronterizo

• Deportación acelerada a travésde la frontera del Sudoeste.

• Propone construir 700 millas másde un muro a través de la frontera • No propone un muro.

• Eliminación de la política de“detener y soltar”.

entre EEUU y México a un costo de$2.2 miles millones.

• Incrementa el número de agentes de la Aduana y laPatrulla Fronteriza.

• Incrementa la capacidad de loscentros de detención. •Incrementa el número de agentesde la Patrulla Fronteriza a12,500. • $139 millones paramejorar la tecnología. • $70millones para reforzar y expandirlas barreras en la frontera.

• Llama para investigar la viabilidadde construir un muro en la fronteraentre EEUU y Canadá. • Acuerdostransfronterizos obligatorios conCanadá y México. • Crea unPrograma Piloto de Inteligencia ZonaRoja de Defensa Fronteriza enArizona.

• Pone al día la tecnología en la frontera. • Expande ladeportación acelerada a través de la frontera del sur.

Derechoslaborales • No hay propuestas • No hay propuestas • Requiere que los empleadores provean la

compensación laboral sin costo al empleado y seguirque cubra los accidentes o enfermedadescontraídas en el trabajo. Estos beneficios deben de sercomparables a la compensación del estado.

Entrenamiento • Nada • Nada • Nadapara trabajo

Reunificaciónde • Nada • Nada • Excluye a miembros inmediatos de la familia de losfamilias límites actuales de visas migratorias para familias. Se

aplica a esposas, hijas/hijos, y padres deciudadanos estadounidenses, y las esposas y loshijos/hijas de residentes legales.• Se incrementaría el número de tarjetas verdes parael empleo a 290,000 de la actual 140,000 y 30% deestas se otorgarían a “trabajadores esenciales”(trabajadores menos preparados).

Propuesta de Bush Sensenbrenner Specter (Borrador del presidente del

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(HR 4437) Comité)Temas de asilo y • Nada • Nada • Niega el silo a individuos basado en su actividadrefugiados sospechada relacionada al terrorismo u otra razón

relacionada a la seguridad al capricho delProcurador General.

Reforma del • Nada• Hace la presencia sin autorización uncrimen federal. • Convierte la presencia sin autorización en un delito

proceso legal,incluyendo lasdeportaciones

• Amplifica la definición de las violacionesmigratorias y las hace un crimen federal. •La detención obligatoria de todos los no-ciudadanos que intentan entrar a los EEUUsin autorización, excepto a cubanos.

federal. Si el individuo es hallado de estar presente sinautorización por una segunda vez, ella/él sería acusadode una felonía agravada. • Autoriza que un oficial delDepartamento de Seguridad Nacional (DHS) tenga ladiscreción de reconocer o no “el carácter de buenamoralidad” de un individuo y negarle la naturalización amuchos

Reforma delproceso legal,cont.

• Quiere derogar el fallo de la CorteSuprema contra la detención indefinida. •Expande las consecuencias migratorias deconvicciones por delitos menores. • Ladeportación acelerada de cualquier personaque no es admisible por

inmigrantes que ya tengan años en el país. • Ladefinición del tráfico ampliada a incluir el transporte,alojamiento y el empleo de esos que están en el país sinautorización. • Incrementa las multas para inmigrantesque fallan en notificar al DHS de un cambio de direccióna seis meses de carcel.

motivos criminales.• La detención obligatoria demiembros criminales de pandillas.• Los infractores de leyes deinmigración serían añadidos al

banco de datos del Centro Nacionalde Información sobre el Crimen(National Crime InformationCenter).

Reembolsos a los • Nada • Nada • Provee a los estados el reembolso por los costosestados relacionados con la persecución y el

encarcelamiento de inmigrantes indocumentados.

Visas de • Nada • Nada • Nada

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Producido por la Red Nacional Pro Derechos Inmigrantes y Refugiados (NNIRR, National Network for Immigrant andRefugee Rights), Marzo 2006

Propuesta de Bush Sensenbrenner Specter (Borrador del presidente del(HR 4437) Comité)

diversidad

Contrabando y • Añadirá a 400 más agentes • Expande la definición de • Expande la definición del tráfico en extranjerostraficando de control migratorio y 250 contrabando de extranjeros a para incluir dar asistencia a una persona

investigadores criminales. incluir dar asistencia a una persona indocumentada.indocumentada.

VAWA • Nada • Nada • Nada

Controlpolicíacaestatal/local yotro en elinterior

• Nada• Otorga a las agencias policiales laautoridad de implementar las leyesmigratorias. • Retendría fondosfederales a losestados con políticas de nocooperación.• Incluye el desarrollo de un “guíade bolsa sobre el controlmigratorio”.

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RESEARCHING PRIMARY SOURCE DOCUMENTS

Student Instructions: Read the excerpt from the proposed H. R. 4437 that beginson the next page and complete an outline describing what each section of theproposed bill actually states.

After completing the outline, compare with your group to confirm interpretations.After reaching consensus, your group will compare your group’s interpretationwith other groups within the class.

Use the structure below to begin your outline.

HR 4437

Section 202

• Alien Smuggling and Related Offices• Subject to Prosecution• Subject to Confiscation

Section 203

• Felony• Criminalized illegal immigrant to felony

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H. R. 4437

TITLE I—SECURING UNITED STATES BORDERS

TITLE II - COMBATTING ALIEN SMUGGLING AND ILLEGAL ENTRYAND PRESENCE

SEC. 201. DEFINITION OF AGGRAVATED FELONY.

(a) In General- Section 101(a)(43) of the Immigration and NationalityAct (8 U.S.C. 1101(a)(43)) is amended--

(1) in subparagraph (N), by striking `paragraph (1)(A) or (2) ofsection 274(a) (relating to alien smuggling)' and inserting `section274(a)' and by adding a semicolon at the end;(2) in subparagraph (O), by striking `section 275(a) or 276committed by an alien who was previously deported on the basisof a conviction for an offense described in another subparagraph ofthis paragraph', and inserting `section 275 or section 276 forwhich the term of imprisonment was at least one year';(3) in subparagraph (U), by inserting before `an attempt' thefollowing: `soliciting, aiding, abetting, counseling, commanding,inducing, procuring or'; and(4) by striking all that follows subparagraph (U) and inserting thefollowing:`The term applies--

`(i) to an offense described in this paragraph whether inviolation of Federal or State law and applies to such anoffense in violation of the law of a foreign country for whichthe term of imprisonment was completed within theprevious 15 years;`(ii) even if the length of the term of imprisonment is basedon recidivist or other enhancements;`(iii) to an offense described in this paragraph even if thestatute setting forth the offense of conviction sets forthother offenses not described in this paragraph, unless thealien affirmatively shows, by a preponderance of evidenceand using public records related to the conviction, includingcourt records, police records and presentence reports, thatthe particular facts underlying the offense do not satisfy thegeneric definition of that offense; and`(iv) regardless of whether the conviction was enteredbefore, on, or after September 30, 1996, and

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notwithstanding any other provision of law (including anyeffective date).'.

(b) Effective Date- The amendments made by subsection (a) shall applyto offenses that occur before, on, or after the date of the enactment ofthis Act.

SEC. 202. ALIEN SMUGGLING AND RELATED OFFENSES.

(a) IN GENERAL- Section 274 of the Immigration and Nationality Act (8U.S.C. 1324) is amended to read as follows:

`ALIEN SMUGGLING AND RELATED OFFENSES`SEC. 274. (a) Criminal Offenses and Penalties-

`(1) PROHIBITED ACTIVITIES- Whoever--`(A) assists, encourages, directs, or induces a person tocome to or enter the United States, or to attempt to cometo or enter the United States, knowing or in recklessdisregard of the fact that such person is an alien who lackslawful authority to come to or enter the United States;`(B) assists, encourages, directs, or induces a person tocome to or enter the United States at a place other than adesignated port of entry or place other than as designatedby the Secretary of Homeland Security, regardless ofwhether such person has official permission or lawfulauthority to be in the United States, knowing or in recklessdisregard of the fact that such person is an alien;`(C) assists, encourages, directs, or induces a person toreside in or remain in the United States, or to attempt toreside in or remain in the United States, knowing or inreckless disregard of the fact that such person is an alienwho lacks lawful authority to reside in or remain in theUnited States;`(D) transports or moves a person in the United States,knowing or in reckless disregard of the fact that such personis an alien who lacks lawful authority to enter or be in theUnited States, where the transportation or movement willaid or further in any manner the person's illegal entry intoor illegal presence in the United States;`(E) harbors, conceals, or shields from detection a person inthe United States knowing or in reckless disregard of thefact that such person is an alien who lacks lawful authorityto be in the United States;`(F) transports, moves, harbors, conceals, or shields fromdetection a person outside of the United States knowing orin reckless disregard of the fact that such person is an alienin unlawful transit from one country to another or on thehigh seas, under circumstances in which the person is in

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fact seeking to enter the United States without officialpermission or lawful authority; or`(G) conspires or attempts to commit any of the precedingacts,

shall be punished as provided in paragraph (2), regardless of anyofficial action which may later be taken with respect to such alien.`(2) CRIMINAL PENALTIES- A person who violates the provisionsof paragraph (1) shall--

`(A) except as provided in subparagraphs (D) through (H),in the case where the offense was not committed forcommercial advantage, profit, or private financial gain, beimprisoned for not more than 5 years, or fined under title18, United States Code, or both;`(B) except as provided in subparagraphs (C) through (H),where the offense was committed for commercialadvantage, profit, or private financial gain--

`(i) in the case of a first violation of thissubparagraph, be imprisoned for not more than 20years, or fined under title 18, United States Code, orboth; and`(ii) for any subsequent violation, be imprisoned fornot less than 3 years nor more than 20 years, orfined under title 18, United States Code, or both;

`(C) in the case where the offense was committed forcommercial advantage, profit, or private financial gain andinvolved 2 or more aliens other than the offender, beimprisoned for not less than 3 nor more than 20 years, orfined under title 18, United States Code, or both;`(D) in the case where the offense furthers or aids thecommission of any other offense against the United Statesor any State, which offense is punishable by imprisonmentfor more than 1 year, be imprisoned for not less than 5 normore than 20 years, or fined under title 18, United StatesCode, or both;`(E) in the case where any participant in the offense createda substantial risk of death or serious bodily injury to anotherperson, including--

`(i) transporting a person in an engine compartment,storage compartment, or other confined space;`(ii) transporting a person at an excessive speed or inexcess of the rated capacity of the means oftransportation; or`(iii) transporting or harboring a person in a crowded,dangerous, or inhumane manner,

be imprisoned not less than 5 nor more than 20 years, orfined under title 18, United States Code, or both;

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`(F) in the case where the offense caused serious bodilyinjury (as defined in section 1365 of title 18, United StatesCode, including any conduct that would violate sections2241 or 2242 of title 18, United States Code, if the conductoccurred in the special maritime and territorial jurisdiction ofthe United States) to any person, be imprisoned for not lessthan 7 nor more than 30 years, or fined under title 18,United States Code, or both;`(G) in the case where the offense involved an alien whothe offender knew or had reason to believe was an alien--

`(i) engaged in terrorist activity (as defined in section212(a)(3)(B)); or`(ii) intending to engage in such terrorist activity,

be imprisoned for not less than 10 nor more than 30 years,or fined under title 18, United States Code, or both; and`(H) in the case where the offense caused or resulted in thedeath of any person, be punished by death or imprisonedfor not less than 10 years, or any term of years, or for life,or fined under title 18, United States Code, or both.

`(3) EXTRATERRITORIAL JURISDICTION- There is extraterritorialFederal jurisdiction over the offenses described in this subsection.

`(b) Employment of Unauthorized Aliens-`(1) IN GENERAL- Any person who, during any 12-month period,knowingly hires for employment at least 10 individuals with actualknowledge that the individuals are aliens described in paragraph(2), shall be fined under title 18, United States Code, imprisonedfor not more than 5 years, or both.`(2) ALIEN DESCRIBED- A alien described in this paragraph is analien who--

`(A) is an unauthorized alien (as defined in section274A(h)(3)); and`(B) has been brought into the United States in violation ofsubsection (a).

`(c) Seizure and Forfeiture-`(1) IN GENERAL- Any property, real or personal, that has beenused to commit or facilitate the commission of a violation of thissection, the gross proceeds of such violation, and any propertytraceable to such property or proceeds, shall be subject toforfeiture.`(2) APPLICABLE PROCEDURES- Seizures and forfeitures underthis subsection shall be governed by the provisions of chapter 46of title 18, United States Code, relating to civil forfeitures,including section 981(d) of such title, except that such duties asare imposed upon the Secretary of the Treasury under thecustoms laws described in that section shall be performed by suchofficers, agents, and other persons as may be designated for thatpurpose by the Secretary of Homeland Security.

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`(d) Authority to Arrest- No officer or person shall have authority tomake any arrests for a violation of any provision of this section exceptofficers and employees designated by the Secretary of HomelandSecurity, either individually or as a member of a class, and all otherofficers whose duty it is to enforce criminal laws.`(e) Admissibility of Evidence-

`(1) PRIMA FACIE EVIDENCE IN DETERMINATIONS OFVIOLATIONS- Notwithstanding any provision of the Federal Rulesof Evidence, in determining whether a violation of subsection (a)has occurred, any of the following shall be prima facie evidencethat an alien involved in the violation lacks lawful authority tocome to, enter, reside, remain, or be in the United States or thatsuch alien had come to, entered, resided, remained or beenpresent in the United States in violation of law:

`(A) Any order, finding, or determination concerning thealien's status or lack thereof made by a federal judge oradministrative adjudicator (including an immigration judgeor an immigration officer) during any judicial oradministrative proceeding authorized under the immigrationlaws or regulations prescribed thereunder.`(B) An official record of the Department of HomelandSecurity, Department of Justice, or the Department of Stateconcerning the alien's status or lack thereof.`(C) Testimony by an immigration officer having personalknowledge of the facts concerning the alien's status or lackthereof.

`(2) VIDEOTAPED TESTIMONY- Notwithstanding any provision ofthe Federal Rules of Evidence, the videotaped (or otherwiseaudiovisually preserved) deposition of a witness to a violation ofsubsection (a) who has been deported or otherwise expelled fromthe United States, or is otherwise unavailable to testify, may beadmitted into evidence in an action brought for that violation if thewitness was available for cross examination at the deposition andthe deposition otherwise complies with the Federal Rules ofEvidence.

`(f) Definitions- For purposes of this section:`(1) The term `lawful authority' means permission, authorization,or license that is expressly provided for in the immigration laws ofthe United States or the regulations prescribed thereunder. Suchterm does not include any such authority secured by fraud orotherwise obtained in violation of law, nor does it include authoritythat has been sought but not approved. No alien shall be deemedto have lawful authority to come to, enter, reside, remain, or be inthe United States if such coming to, entry, residence, remaining,or presence was, is, or would be in violation of law.`(2) The term `unlawful transit' means travel, movement, ortemporary presence that violates the laws of any country in which

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the alien is present, or any country from which or to which thealien is traveling or moving.'.

(b) CLERICAL AMENDMENT- The item relating to section 274 in the tableof contents of such Act is amended to read as follows:

`Sec. 274. Alien smuggling and related offenses.'.

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Contact Information for Elected Officials

Students should contact their Congressional representatives and United States Senators tomake them aware of their opinions on immigration reform and other political issues.

Senator Kay Bailey Hutchison (Texas-R)104 Hart Senate Office BuildingWashington DC 20510(202) 224-5922Web Page: hutchison.senate.gov/e-mail.htm

Senator John Cornyn (Texas-R)517 Hart Senate Office BuildingWashington DC 20510(202) 224-2043Web Page: cornyn.senate.gov/contact/index.html

Congressman Lloyd Doggett (Texas-D)Washington Office 201 Cannon House Office Bldg.(Independence and 1st Street, SE)Washington DC 20515202-225-4865http://www.house.gov/doggett/

Austin Office300 East 8th St., #763Federal BuildingAustin, TX 78701512-916-59211-866-916-5921

Congressman Michael McCaul (Texas-R)Washington Office415 Cannon House Office BuildingWashington, DC 20515202-225-2401

Austin Office903 San Jacinto, Suite 320Austin, TX 78701512-473-2357http://www.house.gov/writerep/

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Congressman Ron Paul (Texas-R)http://www.house.gov/paul/

Washington, DC:203 Cannon House Office BuildingWashington, DC 20515Phone Number: (202) 225-2831

Victoria, Texas:1501 Mockingbird Lane, Suite 229Victoria, TX 77904Phone Number: (361) 576-1231

Congressman Lamar Smith (Texas- R)http://lamarsmith.house.gov/FormCheck.asp

Austin District Office5608 Parkcrest Drive, Suite 260Austin, Texas 78731512-402-9743

Washington D.C. Office2184 Rayburn House Office BuildingWashington, DC 20515202-225-4236

Students may also want to express their opinions in a letter to the editor of the local newspaper.

Austin American StatesmanTo submit letters to the editor, website:http://www.statesman.com/default/content/feedback/lettersubmit.html

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Austin Independent School DistrictSocial Studies Department

Annotated Bibliography of Readings on Immigration to America

Bretell, Caroline B., and James F. Hollifield, eds. Migration Theory: Talking AcrossDisciplines. New York and London: Routledge Press, 2000.

Articles from different academic disciplines that focus on key concepts, questions,and theoretical perspectives on the topic of international migration.

Daniels, Roger. Coming to America: A History of Immigration and Ethnicity in American Life.2nd ed. New York: Harper Collins/Perennial, 2002.

A comprehensive history of immigration that discusses the experiences of a widerange of ethnic groups.

______. American Immigration: A Student Companion. Oxford: Oxford University Press,2001.

A resource guide for students that includes more than 300 entries on multipleaspects of immigration history and policy; more than 150 photographs andillustrations; and a guide to further research that includes books, museums, and websites.

Dinnerstein, Leonard, and David M. Reimers, eds. Ethnic Americans: A History ofImmigration, 4th ed. New York: Columbia University Press, 1999.

A classic study of immigration to the United States from the 1600s to the present.The fourth edition incorporates new research on female immigrants, the newrefugees, and the continuing asylum crisis of the 1990s.

Gjerde, Jon, and Thomas Paterson, eds. Major Problems in American Immigration and EthnicHistory. New York: Houghton Mifflin, 1998.

Essays exploring such themes as the political and economic forces that causeimmigration; the alienation and uprootedness which often follow relocation; andthe difficult questions of citizenship and assimilation.

Kessner, Thoas, and Betty Boyd Caroli, eds. Today’s Immigrants, Their Stories: A New Look atthe Newest Americans. New York: Oxford University Press, 1989.

An examination of immigration from developing countries to the United Statessince the 1965 congressional abolition of the national origins quotas. First-personnarratives of recently arrived immigrants constitute a significant portion of thebook.