http://www.densho.org/learning/civilliberties/densho5.pdf
The unit Causes of Conflict: Issues of Immigration is taught in American high schools and 'is designed to closely align with Washington State's Essential Academic Learning Requirements (EALRs.)'
In the introduction of the unit, students are asked to consider the controversies surrounding the consequences of immigration; for instance, the impact on jobs, wages and education. The unit therefore begins by provoking the fears and worries of immigration, showing the process in a negative light. Placing this activity in the opening of the unit suggests that the problems relating to immigration outweigh the benefits associated with it. Furthermore, instead of discussing these issues, students are merely asked to list them, providing an unbalanced view on the issue.
The unit does provide students with examples of discrimination America expressed towards some immigrants, for instance 'In 1882, Congress passed the Chinese Exclusion Act to bar all entry of Chinese immigrants into the U.S.' Therefore, although students are exposed to the welcoming nature of America, they are also exposed to America's more unwelcoming side, providing an objective perspective.
Students are taught that the American Dream was not the only appeal to immigrants, as students are asked, 'What was the situation in the country of origin when members of this group began to leave?' The state of other countries is shown to be significant, therefore there are pushing factors as well as pulling factors that encourage people to move to the United States.
The issues of media portrayal are also explored, as students are given the task to 'evaluate 2-3 editorials and opinion articles on immigration issues ' and ' make decisions on which to publish.' This task illustrates to students that the media does not give a completely accurate angle on immigration, because all newspapers are edited, therefore not all available information is given to the public. The distrust for the media's interpretations on immigration is also highlighted in the imperative: 'Use oral history interviews as primary sources.' Therefore, the voice of an immigrant is equally, if not more important, than the voice of a journalist or historian.
The unit Causes of Conflict: Issues of Immigration is taught in American high schools and 'is designed to closely align with Washington State's Essential Academic Learning Requirements (EALRs.)'
In the introduction of the unit, students are asked to consider the controversies surrounding the consequences of immigration; for instance, the impact on jobs, wages and education. The unit therefore begins by provoking the fears and worries of immigration, showing the process in a negative light. Placing this activity in the opening of the unit suggests that the problems relating to immigration outweigh the benefits associated with it. Furthermore, instead of discussing these issues, students are merely asked to list them, providing an unbalanced view on the issue.
The unit does provide students with examples of discrimination America expressed towards some immigrants, for instance 'In 1882, Congress passed the Chinese Exclusion Act to bar all entry of Chinese immigrants into the U.S.' Therefore, although students are exposed to the welcoming nature of America, they are also exposed to America's more unwelcoming side, providing an objective perspective.
Students are taught that the American Dream was not the only appeal to immigrants, as students are asked, 'What was the situation in the country of origin when members of this group began to leave?' The state of other countries is shown to be significant, therefore there are pushing factors as well as pulling factors that encourage people to move to the United States.
The issues of media portrayal are also explored, as students are given the task to 'evaluate 2-3 editorials and opinion articles on immigration issues ' and ' make decisions on which to publish.' This task illustrates to students that the media does not give a completely accurate angle on immigration, because all newspapers are edited, therefore not all available information is given to the public. The distrust for the media's interpretations on immigration is also highlighted in the imperative: 'Use oral history interviews as primary sources.' Therefore, the voice of an immigrant is equally, if not more important, than the voice of a journalist or historian.
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