CLASS PROJECT PRESENTATIONS ON THE CURRENT IMMIGRATION BILL
Border Security.pptx
DreamAct.pptx
Future_Immigration.pptx
Guest Worker Program.pdf
Immigrant Integration.pptx
Interior_Enforcement.ppt
Pathway_Citizenship.pdf

QUIZ STUDY TERMS
"We are all suspects now" (Tram Nguyen)
Jose Antonio Vargas
"Third Force" of Latino Politics (Juan Gonzalez)
2013 Border Security, Economic Opportunity, and Immigration Modernization Act

Answers should be written in short paragraph form (no bullet points). Strong answers reveal more than just factual retention; they are indicators of your understanding of course themes and significance. No notes or books will be allowed. The time for the quiz will be 15 minutes.

HOW TO ANSWER ID'S: Complete definitions or identifications generally contain the following elements:
-Who or What? (Identification)
-What happened and how? What did it do? What did it change? (Action)
-When did this happen? (Time)
-Why did it happen? (Motivation)
-Where did it happen? (Location)

A strong answer thoroughly answers the above questions and explains the historical significance of the name, term, or concept at hand. Whenever relevant, it should also provide a specific example from the readings. Identifying historical significance is a way of answering the question, SO WHAT? (Why was this important?) A complete identification, then, always includes the important impact or effect of the person, event, or idea in history. A helpful formula for structuring your answers to these "ID" questions is:

In [date], [person] did [what action] to [whomever], in [what place]. The event was caused by . . . The event resulted in . . . The event was important because . . .One example from the readings is...

Main sections:
Border Security
Pathway to Citizenship [Adjustment of Status]
DREAM Act
Guest worker Program [NonImmigrant W visa]
Future Immigration Flows
Interior Enforcement
Immigrant Integration

You will be assigned a section of the bill. Use the summary from the Migration Policy Institute. Your assignment is to:

1. Review the overall proposed legislation, especially how the different components relate to each other

2. Research the provisions of the bill that relate to your section

3. find at least two news sources and/or statements related to your topic in your research. [Try to find opposing views if possible.]

4. Discuss the bill amongst yourselves and come to a consensus

5. Present your summary and analysis of the bill in a powerpoint or other presentation document to share with class. Prof. Lee will upload to the class blog for study purposes

Resources:
Official Text of the Bill,, Govtrac.us
Resources from Migration Policy Institute
American Immigration Council
Center for Immigration Studies
Federation for American Immigration Reform
American Immigration Lawyers Association
National Council for La Raza
Immigration Policy Center
Heritage Foundation

"All the paths to US citizenship in the Senate's immigration bill, visualized"

"Boston Case Casts Shadow Over Senate Immigration Hearing," NPR, 4/23/13

"Q. and A.: The Senate Immigration Bill" New York Times, 4/22/13

"Heated Questions and Divisions Emerge at Immigration Bill Hearing" NYT, 4/23/13

For recent background, including the 2007 attempts at comprehensive immigration reform, see the New York Times "Immigration" Topics page

Organizations
Center for Immigration Studies
Federation for American Immigration Reform
American Immigration Lawyers Association
National Council for La Raza
Migration Policy Institute
Immigration Policy Center

Undocumented/Unauthorized Immigrants
-"Unauthorized immigrants" are all foreign-born non-citizens residing in the country who are not "legal immigrants."
-11.2 million unauthorized immigrants were living in the United States in 2010
-Unauthorized immigrants made up 3.7% of the nation's population and 5.2% of its labor force in 2010
-2012: Undocumented immigration is down dramatically. In 2005, 1.1M were apprehended; in 2011, 340,000 apprehended
-Jose Antonio Vargas, "My Life as an Undocumented Immigrant," New York Times, June 22, 2011
-Filipino American Pullitzer-prize winning journalist entered at age 12 without proper documentation
-Jose Vargas' story

Border Battles
-Demographic arguments
-Economic arguments
-National Security
-Cultural arguments
-Human rights/civil rights arguments
-Undocumented Immigration

Immigration Restriction and Border Security, 2006-present
-Laws and Border Security
"Minutemen"
Federation for American Immigration Reform

Comprehensive Immigration Reform Effort, 2006-2007
-Immigrant Rights Marches, 2006
-Comprehensive reform fails, 2007
-States and Cities take initiative
-AZ's SB 1070 (2010) and Alabama's law (2011)
-Pres. Obama's State of the Union Address, 2012 related to immigration

Federal Dream Act:  Development, Relief and Education for Alien Minors (DREAM) Act
-Bi-partisan sponsorship (Hatch, UT and Durbin, IL)
would grant legal status to illegal immigrants who came to the country at a young age and serve in the military or attend college
-6 year long conditional path to citizenship
-stalled
"21st Century Underground Railroad" - calling attention to America's broken immigration system

The View from MN
"Minnesota has enacted several recent laws for the benefit of its large refugee population, while also excluding undocumented immigrants from some public benefits."
-MN S 460 (2010). Human Services. Undocumented non-citizens and immigrants are restricted from receiving general assistance medical care.
"Settlement may restore EMA benefit" MN Public Radio, April 17, 2012

Refugee Act of 1980
-First comprehensive refugee legislation in U.S. history-Designed to ease process and centralize admissions
-Set annual quota for refugees at 50,000 (which actually slowed the entrance of SE Asian refugees)
-Ended parole system, decentralized the process, and turned states into main caretakers.
-Allowed refugees from all over to come to U.S., not only those who were refugees from Communist countries like before.
-Afterwards, any person with a "well founded fear of prosecution" could apply
-Shift from U.S. governmental regulation to management by voluntary agencies (mostly religious organizations) who contracted with the federal government to sponsor refugee families
-ASSIMILATION, SELF-SUFFICIENCY, AND DISPERSAL
-Federal policy encouraged refugees to find gainful employment as soon as possible.
-The government also tried to minimize financial burden on any single region by dispersing the refugees widely
-But forced separation from families and dispersal of communities had negative effects on groups that had faced persecution, forced displacement, and genocide

Why Minnesota?

• MN was one of the first states to respond to newly established federal refugee policy


• Strong social service agencies led the way in resettling refugees

In the 1990s, the proportion of immigrants who were refugees in MN ranged from 24-46%, compared to 6-16% nationwide

Refugees from Africa, Asia, and former Soviet Union (especially Somalia and Laos)
2000 Census:

• 13% of foreign-born Minnesotans are from Africa (compared to 3 % nation-wide)


• 41% are from Asia (compared to 26% nation-wide)


• 43,000 Hmong in MN, a 255% increase since 1990 (much of it secondary migration from CA and elsewhere in U.S.)

Adaptation in the U.S.
Challenges
Different rates of adaptation (class, generation,gender, pre-migration experiences, etc.)
Changing gender roles
Generational differences
Family breakdown

Forming Communities: The Case of Hmong Americans in MN
2010 Census Statistics for MN
2002 Election of Mee Moua
"A new generation of Hmong women pursues college" (MPR, September, 2009)

• The U.S. acquired Puerto Rico from Spain in 1898


• Not until 1917 were Puerto Ricans allowed to become American citizens


• But they cannot vote


• They are seen as foreigners, not citizens (similar to Filipinos as U.S. Nationals)


• Puerto Rico was accorded commonwealth status in 1947, but status of island and its peoples as possessions of the United States did not change


• As citizens, the people of Puerto Rico can move throughout the 50 states just as any other Americans can

Post WW2 migration factors

• Economic depression in Puerto Rico


• U.S. factory owners and employment agencies began recruiting heavily on the island


• Return of thousands of Puerto Rican war veterans, whose service in the U.S. military had shown them the world


• "They returned home believing that they had earned a place at the American table." (Author Juan Gonzalez)


• Most significant cause was the sudden availability of affordable air travel


• Puerto Rican migration became the first great airborne migration in U.S. history

Cuban Migration before 1959

• Cuba becomes U.S. territory in 1898; strong U.S. ties and role in Cuba


• Long-time pattern of migration across the Straits of Florida to work in the sugar, coffee, and tobacco industries

1959 Communist Revolution

• 215,000 flee to U.S. in the first four years by air (elite, with U.S. connections or connections to U.S. backed dictator)

"Special Refugees"

• "Few immigrant groups have commenced their economic adaptation to American life from a position of such relative advantage." (Alejandro Portes)


• 1966 Cuban Adjustment Act made them instantly eligible for public assistance, Medicaid, food stamps, free English courses, scholarships, and low-interest college loans, business credit, and start-up loans


• Act also allowed any Cuban who had lived in the U.S. for a year to become a permanent resident--a privilege that has never been offered to any other immigrant group.


• "Cuban Miracle" in Miami - commercial boom, self-supporting entrepreneurs

1960s-1970s: 300,000 refugees allowed in (air travel resumed)
largely upper and middle classes; brought technical skills

1980 Marielitos

• 1980: under international pressure, the Cuban government opened the port city of Mariel to any Cuban who wanted to leave for the United States


• Cuban Americans mobilize to send a massive flotilla of private yachts, merchant ships, and fishing boats arrived in Mariel to bring Cubans to Florida


• In the six months the port remained open, more than 125,000 Cubans were delivered to the U.S.


• much less affluent than previous generations


• a few thousand had been incarcerated while in Cuba


• As a result, many Marielitos were stigmatized in the U.S. as undesirable elements, and thousands were confined in temporary shelters and federal prisons--some for years.


• Their arrival marks a change in how Cuban refugees had been viewed and welcomed before

Later Refugees

• 1980s and 1990s: tens of thousands attempt to flee by sea, chancing death by drowning, exposure, or shark attacks to make the 90-mile crossing


• They come on flimsy, dangerous, homemade vessels, including inner tubes, converted cars, and cheap plywood rafts, or balsos


• Hundreds of the balseros died on the journey, and both governments came under global pressure to stop the flotillas. By the end of the 90s, the two countries agreed that U.S. would return any boats to Cuba

1994: The end of special treatment

• August, 1994 - 20,000 Cubans attempt entry


• Pres. Clinton disallows special treatment for Cubans. "All persons from the island nation heading for the US on rafts and small boats are to be treated as illegal aliens, detained in centers outside the US, and not permitted to enter the US unless they can satisfy the criteria for refugee or immigrant status individually."

Elian Gonzalez, 1999

• November, 1999: a six year-old boy named Elian Gonzalez is found in the Straits of Florida clinging to an inner tube. His mother and 11 others had drowned


• He is rescued and lives with Miami relatives for six months


• U.S. & Cuba engage in bitter struggle to return Elian to his father in Cuba


• Cuban exiles in Miami lead the battle to keep Elian in the U.S.


• U.S. government orders him returned

Resources:

"Puerto Rico Vote Endorses Statehood," Nov. 7, 2012 (AP)
The Mariel Boatlift, Miami Herald (passenger lists and memories)

El Mariel Timeline (Miami Herald)

Elian Gonzalez 10 year anniversary story on CNN (April, 2010)

2. Use the timeline to identify how the group settled across the US over time.

3. Answer these questions:
a) what changed over time in terms of numbers? identify specific statistics for each ten year period and calculate proportion to the total u.s. population. what are your guesses that explain this change?

b) where have people settled? identify most dense areas of settlement in general (Northeast, Southwest, etc. and specific counties) identify least areas of settlement. why do you think people concentrated in certain regions?

c) what changed over time in terms of where people settled? (did they keep going to the same areas? did they get more dispersed across the u.s.? what are your guesses that explain this change?

c) where have been the largest areas of settlement in the past and how does that compare to the present? why do you think this is?

d) what is the history of this foreign-born group in Minnesota? identify specific population numbers and counties of dense concentration and change over time.

Interactive Map: Immigration and Jobs

Directions
1. In small groups of two or three, choose one foreign-born group from the Americas featured on the map under "Find a Country"

2. Analyze the data by types of occupation. What fields are members of this group most concentrated in? Least concentrated? What does this data tell you?

3. Compare this data with one other group of immigrants from another country in the Americas and a third country outside of the Americas. What does your comparison tell you?

Bi-lateral agreements set forth: Guaranteed minimum wage of 30 cents per hour; Humane treatment of workers; Housing, medical care, provisions

In reality, many laborers faced a range of injustices and abuses: Substandard housing; Discrimination; Unfulfilled contracts; Unpaid wages

Significance:
--Largest and most significant "Guest worker program"
--Braceros served as a foundation for contemporary Mexican immigration and Chicano communities
--Example of civil rights abuses, debate over immigration and race
--Serves as a model for contemporary discussions over labor and migration

"Operation Wetback," 1954
-Massive deportation campaigns began in 1950
-Aggressive targeting of persons of Mexican origin
-Mass deportations into the interior of Mexico
-From 1950 to 1953, apprehensions doubled from 470k to 840k
-South Texan farmers and ranchers resisted new aggressive tactics because it disrupted their supply of undocumented workers; it also challenged their position of authority in the borderlands (Hernandez, 159)

1954 Program
-Grew from already established deportation practices
-Massive, paramilitary law-enforcement campaign that involved raids in workplaces, restaurants, public places
-More than 1M deported during the year (Operation was officially a four week project)
-Many U.S.-born children of Mexican braceros were wrongly repatriated along with their parents

Opportunity or Exploitation: The Bracero Program, Smithsonian Institution (text and photographs)
Interview with Juan Loza, Bracero History Archive [make sure you have selected "Full View" in the upper right hand corner to get full English transcript of interview]
Excerpts from the Oral History of Juan Loza.docx

Pearl Harbor
Reflections on Pearl Harbor
Interview with Daniel Inouye
-Increased anxiety about national security after attack
-Anti-Asian and commercial associations in U.S. and Canada demand action
-West coast leaders push for internment
-Rationale for "military necessity" - removal of Japanese is necessary for security of Pacific Coast

Executive Order 9066
"Military Necessity" Rationale
-Lieutenant General John L. DeWitt
-"Gov. Olson (California) Wants All Japs Moved," San Francisco News, 3/6/42
-"Their Best Way to Show Loyalty," San Francisco News, 3/6/42

Resources
Timeline

Internment Experiences

Memories of Evacuation
Interview of Mits Inaba
Interview with Joseph Ichiuji

Legal Challenges
--Yasui, Hirabayashi, Korematsu

Service in the U.S. Military
--Interview with Young Kim
--Draft Resisters

After the War
--Resettlement
--Redress Movement

Links
Ansel Adams's Manzanar photographs, collected at the Library of Congress
Frank Emi, Leader of Heart Mountain Draft Resisters, Dies at 94, LA Times Obituary
Frank Emi, Obituary in Rafu Shimpo
Interview of Lily Fujimoto
Interview with George Matsui
Short Film - "Volunteering from Camp"
Yasutake Family Story
Short Film of the 442nd Regimental Combat Team's Rescue of the "Lost Battalion"

Israel Zangwill (1908)
-U.S. = "American symphony" that is free from prejudice and hatred
-Immigrants must let go of old-world hatreds and customs and conform
-Pot melts European immigrants, even southern and eastern Europeans

Henry Ford (1910s)
-The Ford English School (est. 1914) taught the company's immigrant workers how to speak English, American culture, history, and values (thriftiness, cleanliness, good manners, timeliness) in order to foster "good" workers and "good" Americans

Assimilation (Anglo-Conformity, 1910s-1960s)
-Promoted subordination of immigrant cultural values and customs, American holidays, civic rituals, and the English language
-Emphasized the rejection of ethnic customs, native language, etc.
-Goal was to emulate the cultural traits of white Anglo-Saxon Protestants (WASPS)
-Took the form of heavy-handed Americanization campaigns

Americanization
-Pres. Teddy Roosevelt: "No hyphenated Americans" (1910s)

"Cultural Pluralism"
-Dominant theory today, with roots in early 20th century
-Celebrates the coexistence of many cultures, without any one culture dominating the region.
-Philosopher Horace Kallen's (1882-1974) idea of "nation of nations" (1910s) - each ethnic and cultural group in the United States had a unique contribution to make to the variety and richness of American culture

The End of Formal Racism, 1960s
-The Civil Rights laws (Civil Rights Act of 1965, Voting Rights Act of 1965, Immigration Act of 1965) ended formal discrimination in the United States

How do we understand race today?
-Do we live in a "post-racial" society?
-Race is not biological or inherent, but race still matters. [Michael Omi and Howard Winant study how ideas about race became constructed and formed; "the socio-historical process by which racial categories are created, inhabited, transformed, and destroyed"]

Immigration and the meaning of "American" in recent U.S. history
-1972 - President Richard Nixon give speech at the Statue of Liberty to dedicate the new American Museum of Immigration (appeal to white ethnics against backdrop of antiwar protests & African American demands for civil rights)
-1992 - "On the Pulse of Morning," Poem by Maya Angelou, 1992 Inauguration of President Bill Clinton
-2013 Pres. Barack Obama's inaugural address - immigration reform as a fulfillment of equality and civil rights

Virtual March Will Push for Immigration Changes, New York Times, Feb. 25, 2013
Mass Release of Immigrants Is Tied to Impending Cuts, New York Times, Feb. 25, 2013

Angel Island helps us answer an essential and timely question:

-Is the U.S. a "nation of immigrants" that welcomes newcomers and helps them to achieve their dreams?
-Or is it a "gatekeeping nation" that builds fences and detention centers to keep out aliens it identifies as undesirable and dangerous (and unfit to become an American)?
-The history of immigration through Angel Island tells us that the United States is both.

-Mainly a processing center for European immigrants, Ellis Island enforced American immigration laws that restricted, but did not exclude, European immigrants.
-In fact, one of the goals of Ellis Island was to begin the process of turning European immigrants into naturalized Americans.
o Only 20% of immigrants applying for admission through NY were detained on EI
o 98% were admitted
o Most spent only a few hours or at most a few days there

-Angel Island, on the other hand, was the main port of entry for Asian immigrants and was characterized by American immigration policies that excluded Asians and barred them from becoming naturalized citizens.
o 60% of immigrants entering through San Francisco went to Angel Island;
o 76% of all Chinese applicants went to Angel Island; 38% non-Asians
o Detention time, especially for the Chinese, was measured in weeks and months
o After long legal battles and long detentions, 93% of Chinese were admitted

One million people processed through San Francisco (1/2 million entered and 1/2 million departed).
-They came from eighty countries around the world.
-Non-Asians made up 1/3 of immigrants between 1915 and 1920; 15% after 1924.
-300,000 detained at Angel Island.
- 100, 000 Chinese
- 85,000 Japanese
- 8,000 South Asians
- 8,000 Russians and Jews (500 refugees in 1939-40)
- 1,000 Koreans
- 1,000 Filipinos
- 400 Mexicans
Their diversity meant different immigrant experiences on Angel Island, because up until 1965, U.S. immigration policies treated individuals differently according to their race, class, gender, and nationality.

-Men and women were treated differently, as were people of different classes, but race was the most important factor shaping different immigration laws and immigrant experiences on the island

Angel Island is a window into the American past and sheds new light on America's conflicted relationship with immigration, a story that continues today.
- It is the story of men, women, and children who crossed the Pacific Ocean and traveled north from South America to establish new lives in the United States.
- It is also the story of harsh and discriminatory immigration laws and of immigrant perseverance.
- And it is a story of a place that became a gateway to America, forever changing the lives of immigrants and America itself.

-Immigrants also reacted to their detentions on Angel Island in different ways

"Immigrant Voices," Angel Island Immigration Station Foundation

"Discovering Angel Island: The Story Behind the Poems"

"US History Preserved on Angel Island"