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Day One

Projection 1

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Teacher Information 1

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Projection 2

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3. Immigration to the US: A Brief History

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4. Immigration & Integration

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Teacher Information 2

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5. Migration Concepts

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Projection 3

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6. Case Study: Japanese Migration & the U.S.

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Day Two

2. Students on Their Immigration Experiences

Professor & Students

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3. Key Statistics

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Projection 5

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5. Immigration Research Project

Students Taking Exams

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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.

  • 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]

  • 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]

  • 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

  • Time, Continuity, and Change; Thematic Strand II: Social studies programs should include experiences that provide for the study of the past and its legacy.
     

  • Individual Development and Identity, Thematic Strand IV: Social studies programs should include experiences that provide for the study of individual development and identity.
     

  • 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.