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Day One
3. Immigration to the US: A Brief History
4. Immigration & Integration
5. Migration Concepts

Handout 2
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Projection 3
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6. Case Study: Japanese Migration & the U.S.
Day Two
2. Students on Their Immigration Experiences
3. Key Statistics
5. Immigration Research Project
U.S. History
Era 10, Standard 2E: The student understands how a democratic polity debates social issues and mediates between individual or group rights and the common good.
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Grades 7–12: Evaluate the continuing grievances of racial and ethnic minorities and their recurrent reference to the nation’s charter documents. [Explain historical continuity and change]
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Grades 9–12: Examine the emergence of the Gay Liberation Movement and evaluate the invocation of democratic ideals concerning the civil rights of gay Americans. [Consider multiple perspectives]
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Grades 9–12: Evaluate the continuing struggle for e pluribus unum amid debates over national vs. group identity, group rights vs. individual rights, multiculturalism, and bilingual education. [Consider multiple perspectives]
(from the National Center for History in the Schools)
National History Standards
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Time, Continuity, and Change; Thematic Strand II: Social studies programs should include experiences that provide for the study of the past and its legacy.
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Individual Development and Identity, Thematic Strand IV: Social studies programs should include experiences that provide for the study of individual development and identity.
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Individuals, Groups, and Institutions; Thematic Strand V: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.
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Power, Authority, and Governance; Thematic Strand VI: Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance.
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Civic Ideals and Practices; Thematic Strand X: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.
(from the National Council for the Social Studies)
National History Standards
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Standard I: What are Civic Life, Politics, and Government?
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(A) What is civic life? What is politics? What is government? Why are government and politics necessary? What purposes should government serve?
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Standard II: What are the Foundations of the American Political System?
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(C) What is American political culture?
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Standard III: How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy?
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(B) How is the national government organized and what does it do?
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(C) How are state and local governments organized and what do they do?
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(E) How does the American political system provide for choice and opportunities for participation?
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Standard V: What are the Roles of the Citizen in American Democracy?
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(A) What is citizenship?
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(B) What are the rights of citizens?
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(C) What are the responsibilities of citizens?
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(D) What civic dispositions or traits of private and public character are important to the preservation and improvement of American constitutional democracy?
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(E) How can citizens take part in civic life?
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