Grade: 6-12Subject:
English, U.S. HistoryNumber of
Activities:
3
PBS Asian Americans Episode 5 - Breaking Through (1980s – 2010s).
11.3 million is the estimated number of undocumented immigrants lived in
the United States in 2018. Of these, about 3.6 million entered the U.S.
before their 18th birthday. This latter group, the Dreamers, have been
advocating for a path towards legal residency and citizenship since
2001. This lesson will explore the origins of the Development, Relief
and Education for Alien Minors Act (DREAM Act) and connect the story of
Tereza Lee, the first DREAMer, and the current struggles of others like
her against possible family separation and deportation.
Students will trace the development of immigration laws in the United
States, and contextualize the DREAM Act within this broader historical
trajectory.
-
Students will deconstruct and analyze implicit conceptions—their own
and those of others—of who is and is not an American.
-
Students will gain an understanding of the diversity of the U.S.
undocumented immigrant population.
First introduced in 2001, the DREAM Act (Development, Relief, and
Education for Alien Minors Act) provides an opportunity for young
undocumented immigrants who came to the United States as children to be
given a pathway toward U.S. citizenship. This immigration bill came to
be established because of Tereza Lee, a Brazilian-born South Korean who
moved to the U.S. with her parents in 1985 when she was two years old.
She is an undocumented American referred to as the first DREAMer. As of
2018, approximately 3.6 million undocumented youth entered the U.S.
Tereza is a talented pianist and attended high school in Chicago. Ann
Monaco, the artistic director of her school, encouraged Lee to apply to
competitive music colleges. This led Lee to confide in Monaco about
being undocumented because she did not have the required information to
apply to colleges, such as a social security number. Monaco proceeded to
contact U.S. Senator Dick Durbin of Illinois for assistance. Democratic
Senator Durbin co-sponsored the DREAM Act with Republican Senator Orrin
Hatch and had wide support from other lawmakers and President George W.
Bush, demonstrating the bipartisan support of this bill. However, before
the Senate had the chance to vote in favor of the DREAM Act, the
terrorist attacks on September 11, 2001 occurred, which turned the U.S.
government’s attention toward national security.
Since then, more than ten variations of the DREAM Act have been
introduced in Congress with bipartisan support, but has never
successfully passed into law. To qualify for residency status through
the DREAM Act, immigrants had to prove that they came to the United
States before turning 18 (this changed to 16 in the 2017 DREAM Act
proposal), lived in the United States for five consecutive years since
their arrival, received a high school diploma (or equivalent) from a
U.S. school, demonstrated good moral character, and passed a criminal
background review. In 2012, President Barack Obama signed an executive
order for Deferred Action for Childhood Arrivals (DACA), an immigration
policy that provides applicants a renewable two years of deferred action
from deportation, and eligibility for a work permit. In September 2017,
the Trump administration ended further applications to DACA and let the
renewal of DACA expire. As of June 2020, the U.S. Supreme Court ruled
against President Trump’s attempt to terminate DACA.
Today, immigrant activists and advocates, like Tereza Lee, continue to
fight for immigration reform. Media coverage and representation of
immigration in the U.S. has often been framed as a Latinx issue.
However, people of undocumented status come from all over the world,
including Europeans and Canadians. Undocumented Asian American
immigrants are currently estimated at 1.7 million.
In 2017 an estimated 8.5 million undocumented immigrants lived in the
U.S. In 2018 the number has increased to 11.3 million, with around 3.6
million of those immigrants entering the U.S. before their 18th
birthday. U.S. Citizenship and Immigration Services estimated the number
of DACA recipients in 2017 was approximately 800,000.
Works Cited
-
Bipartisan: Having support from two parties, and in the context
of American politics, the two parties involved are usually the
Democrats and the Republicans.1
-
Undocumented: Also referred to as unauthorized, someone that
does not have legal authorization or documentation to enter and reside
in a country. 2
1Definition is adopted from Merriam-Webster
Dictionary
2Definition is adopted from Merriam-Webster
Dictionary
-
In what ways did the general lack of public knowledge around
undocumented Asian Americans and their stories affect Tereza Lee? In
what ways may it have protected her? In what ways did it increase her
vulnerability?
-
What is Senator Dick Durbin’s point of view on undocumented immigrants
like Tereza Lee?
-
What impact did the terrorist attacks on September 11, 2001 in the
United States have on the DREAM Act? In what ways do we see that
impact continue until today?
-
Why do you think the DREAM Act focused on young undocumented students
who had been brought to the country as minors? In what ways do they
change the prevailing perceptions about undocumented immigration?
-
Who is American? What does it mean to be American? Does being
documented or undocumented affect this view?
Activity 1: Who is an American?
-
Activating Prior Knowledge:
-
Ask students to construct a KWLD chart with a piece of
paper. At the top, write "Immigration and Undocumented
Immigrants." Divide the page into 4 equal columns and label them
the following:
- (1) K - What I KNOW
- (2) W - What I WANT TO KNOW
- (3) L - What I LEARNED, and
-
(4) D - What I can DO given what I know and have
learned
-
Ask students to think about the following questions before
watching the video:
- What do you know about America’s immigration system?
-
Do you know any immigrants? If so, are any of them
undocumented?
-
Ask students to independently fill in columns K and the
W of their chart.
-
Class Discussion
-
After showing the video, have students discuss:
-
Why people are undocumented, and how did it happen to people
like Tereza Lee?
-
How does Tereza Lee feel after finding out that her family was
undocumented?
-
What was Tereza Lee’s high school director’s response upon
discovering Tereza was undocumented?
-
What was Senator Dick Durbin’s response to Tereza’s legal
status?
-
Class Discussion
-
Ask students to read this lesson’s essay. Have students discuss
Senator Dick Durbin’s response when thousands of people like
Tereza came forward.
-
Jot down new things they have learned under column L of their
chart.
-
Write down what they think can be done under column D given
what they know and have learned.
- Write down any new questions under the W column.
-
Share discussions with partners on each other’s questions.
Activity 2: The Stories of Undocumented Americans
Have students answer the following:
-
Who are the undocumented Americans you selected, what is their family
background, where did they grow up?
- What is their educational and/or professional background?
-
Do you think they will be able to contribute to our country? To
advance our country?
- What does it mean to be an undocumented immigrant?
-
How have immigration policies such as DACA, as a substitute for the
DREAM Act, assisted them, and will affect them if cancelled?
-
Do you think that the DACA program should be extended? Why or why not?
Activity 3: “While certain actions may be criminal, or illegal,
people cannot be illegal”
-
Ask students to do research on this subject. Here are a few good
sources:
-
Have students debate on if human beings can be illegal. Have students
cite evidence from their primary and secondary sources.
Extended Activity: Exploring the Diversity of the Undocumented
Population
-
Have students form pairs and explore this factsheet1 on undocumented
immigrants in the country. Ask each pair to list four statistics they
find surprising on their KWLD chart. Then, using the following two
resources, have students select a region of birth to conduct research
on:
-
Community Facts2 (If access limited, please
print out factsheets.)
-
Deferred Action for Childhood Arrivals (DACA) Data Tools3
Students will independently compose a paragraph
describing the segment of the undocumented immigrant community
that they selected to explore during the lesson, citing at least
three sources they used.
-
Facilitate a whole class discussion where students will share their
reflections on possible actions in response to the lesson.
-
Bulosan, Carlos. America Is in the Heart. Penguin Classics,
2019.
-
“Data on Undocumented Asian Americans.” AAPI Data, 08 Sept
2017,
aapidata.com/undocumented. Accessed 24 May 2020.
-
“Deferred Action for Childhood Arrivals (DACA) Data Tools.”
Migration Policy Institute,
https://www.migrationpolicy.org/programs/data-hub/deferred-action-childhood-arrivals-daca-profiles. Accessed 24 May 2020.
-
Hughes, Langston. “Let America be America Again.”
Academy of American Poets.
https://poets.org/poem/let-america-be-america-again. Accessed 24 May 2020.
-
Johnston, Isabel. “Words Matter: No Human Being is Illegal” 20 May
2019.
Immigration and Human Rights Law Review, College of Law, University
of Cincinnati.
https://lawblogs.uc.edu/ihrlr/2019/05/20/words-matter-no-human-being-is-illegal/
-
“Major U.S. Immigration Laws, 1790 – Present.” March 2013.
Migration Policy Institute,
www.migrationpolicy.org/research/timeline-1790, Accessed 24 May 2020.
-
“Profile of the Unauthorized Population: United States.”
Migration Policy Institute,
https://www.migrationpolicy.org/data/unauthorized-immigrant-population/state/US. Accessed 24 May 2020.
-
Vargas, Jose Antonio. “Actions are illegal, never people.” 10 Dec
2012.
Tedx Talks.
https://www.youtube.com/watch?v=tmz9cCF0KNE. Accessed 24 May 2020.
-
“Words Matter.” Define American.
https://www.defineamerican.com/campaigns/wordsmatter. Accessed 24 May 2020.
California Common Core Standards Addressed
C3 Framework:
D1.5.6-8.
Determine the kinds of sources that will be helpful in answering
compelling and supporting questions, taking into consideration multiple
points of views represented in the sources.
D1.5.9-12.
Determine the kinds of sources that will be helpful in answering
compelling and supporting questions, taking into consideration multiple
points of view represented in the sources, the types of sources
available, and the potential uses of the sources.
D2.Civ.2.6-8.
Explain specific roles played by citizens (such as voters, jurors,
taxpayers, members of the armed forces, petitioners, protesters, and
office-holders).
D2.Civ.2.9-12.
Analyze the role of citizens in the U.S. political system, with
attention to various theories of democracy, changes in Americans’
participation over time, and alternative models from other countries,
past and present.
D2.Civ.3.6-8.
Examine the origins, purposes, and impact of constitutions, laws,
treaties, and international agreements.
D2.Civ.3.9-12.
Analyze the impact of constitutions, laws, treaties, and international
agreements on the maintenance of national and international order.
D2.Civ.6.6-8.
Describe the roles of political, civil, and economic organizations in
shaping people’s lives.
D2.Civ.6.9-12.
Critique relationships among governments, civil societies, and economic
markets.
D2.Civ.10.6-8.
Explain the relevance of personal interests and perspectives, civic
virtues, and democratic principles when people address issues and
problems in government and civil society.
D2.Civ.10.9-12.
Analyze the impact and the appropriate roles of personal interests and
perspectives on the application of civic virtues, democratic principles,
constitutional rights, and human rights.
D2.Civ.12.6-8.
Assess specific rules and laws (both actual and proposed) as means of
addressing public problems.
D2.Civ.12.9-12.
Analyze how people use and challenge local, state, national, and
international laws to address a variety of public issues.
D2.Civ.13.6-8.
Analyze the purposes, implementation, and consequences of public
policies in multiple settings.
D2.Civ.13.9-12.
Evaluate public policies in terms of intended and unintended outcomes,
and related consequences.
D2.His.1.6-8.
Analyze connections among events and developments in broader historical
contexts.
D2.His.1.9-12.
Evaluate how historical events and developments were shaped by unique
circumstances of time and place as well as broader historical contexts.
D2.His.2.6-8.
Classify series of historical events and developments as examples of
change and/or continuity.
D2.His.2.9-12.
Analyze change and continuity in historical eras.
D2.His.3.6-8.
Use questions generated about individuals and groups to analyze why
they, and the developments they shaped, are seen as historically
significant.
D2.His.15.6-8.
Evaluate the relative influence of various causes of events and
developments in the past.
D2.His.16.6-8.
Organize applicable evidence into a coherent argument about the past.
D2.His.16.9-12.
Integrate evidence from multiple relevant historical sources and
interpretations into a reasoned argument about the past.
D4.2.6-8.
Construct explanations using reasoning, correct sequence, examples, and
details with relevant information and data, while acknowledging the
strengths and weaknesses of the explanations.
D4.2.9-12.
Construct explanations using sound reasoning, correct sequence (linear
or non-linear), examples, and details with significant and pertinent
information and data, while acknowledging the strengths and weaknesses
of the explanation given its purpose (e.g., cause and effect,
chronological, procedural, technical).
D4.4.6-8.
Critique arguments for credibility.
D4.4.9-12.
Critique the use of claims and evidence in arguments for credibility.
D4.5.6-8.
Critique the structure of explanations.
D4.5.9-12.
Critique the use of the reasoning, sequencing, and supporting details of
explanations.
CCSS:
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from the text.
CCSS.ELA-LITERACY.CCRA.R.2
Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
CCSS.ELA-LITERACY.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact
over the course of a text.
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
CCSS.ELA-LITERACY.CCRA.R.5
Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter,
scene, or stanza) relate to each other and the whole.
CCSS.ELA-LITERACY.CCRA.R.6
Assess how point of view or purpose shapes the content and style of a
text.
CCSS.ELA-LITERACY.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.
CCSS.ELA-LITERACY.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-LITERACY.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order
to build knowledge or to compare the approaches the authors take.
CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational texts
independently and proficiently.
CCSS.ELA-LITERACY.CCRA.W.1
Write arguments to support claims in an analysis of substantive topics
or texts using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.CCRA.W.2
Write informative/explanatory texts to examine and convey complex ideas
and information clearly and accurately through the effective selection,
organization, and analysis of content.
CCSS.ELA-LITERACY.CCRA.W.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.W.7
Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
CCSS.ELA-LITERACY.CCRA.W.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
CCSS.ELA-LITERACY.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others' ideas and
expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.CCRA.SL.2
Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.4
Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
CCSS.ELA-LITERACY.CCRA.L.2
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.CCRA.L.5
Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
CCSS.ELA-LITERACY.CCRA.L.6
Acquire and use accurately a range of general academic and
domain-specific words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or expression.
CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and
secondary sources.
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
CCSS.ELA-LITERACY.RH.6-8.3
Identify key steps in a text's description of a process related to
history/social studies (e.g., how a bill becomes law, how interest rates
are raised or lowered).
CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social
studies.
CCSS.ELA-LITERACY.RH.6-8.6
Identify aspects of a text that reveal an author's point of view or
purpose (e.g., loaded language, inclusion or avoidance of particular
facts).
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs,
videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-LITERACY.RH.6-8.10
By the end of grade 8, read and comprehend history/social studies texts
in the grades 6-8 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and
secondary sources, attending to such features as the date and origin of
the information.
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop
over the course of the text.
CCSS.ELA-LITERACY.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text,
including vocabulary describing political, social, or economic aspects
of history/social science.
CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view of two or more authors for how they treat the
same or similar topics, including which details they include and
emphasize in their respective accounts.
CCSS.ELA-LITERACY.RH.9-10.7
Integrate quantitative or technical analysis (e.g., charts, research
data) with qualitative analysis in print or digital text.
CCSS.ELA-LITERACY.RH.9-10.8
Assess the extent to which the reasoning and evidence in a text support
the author's claims.
CCSS.ELA-LITERACY.RH.9-10.10
By the end of grade 10, read and comprehend history/social studies texts
in the grades 9-10 text complexity band independently and proficiently.