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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.
     

  • 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.
     

  • 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

  • Standard I: What are Civic Life, Politics, and Government?

    • (A) What is civic life? What is politics? What is government? Why are government and politics necessary? What purposes should government serve?
       

  • Standard II: What are the Foundations of the American Political System?

    • (C) What is American political culture?

  • Standard III: How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy?

    • (B) How is the national government organized and what does it do?

    • (C) How are state and local governments organized and what do they do?

    • (E) How does the American political system provide for choice and opportunities for participation?

  • Standard V: What are the Roles of the Citizen in American Democracy?

    • (A) What is citizenship?

    • (B) What are the rights of citizens?

    • (C) What are the responsibilities of citizens?

    • (D) What civic dispositions or traits of private and public character are important to the preservation and improvement of American constitutional democracy?

    • (E) How can citizens take part in civic life?

(from the Center for Civic Education)

National History Standards

Quotes: Two Perspectives

ACTIVITY

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Boxing with Jasmine

9:30 am

January 14, 2017

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Weight Lifting with Iron

10:00 am

January 14, 2017

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