New York Times Articles

Deportation Delayed for ‘Dream Act’ Campaign Focus

By JULIA PRESTON

Published: July 2, 2009

Immigration authorities have postponed for one year the deportation of Walter Lara, an immigrant from Argentina who said he had come to the United States illegally with his parents when he was 3, officials said. Mr. Lara, an honors graduate of high school and community college in Miami, was the focus of a campaign by supporters of proposed legislation known as the Dream Act, which would grant legal status to young illegal immigrants who have lived for years in the United States. Lawmakers including Senator Bill Nelson, a Florida Democrat, wrote a letter on his behalf. Mr. Lara was scheduled to be deported on July 6.

http://www.nytimes.com/2009/07/03/us/03brfs-DEPORTATIOND_BRF.html?scp=2&sq=&st=nyt

Graduation Dreams

Editorial

Published: June 23, 2009

We were caught between exhilaration and despair on Tuesday as we watched more than 500 young people in caps and gowns gather in a park a few steps from the United States Capitol. It was a graduation, but it wasn’t. There were awards, but no diplomas. And while there was talk of bright futures, the speeches were threaded with notes of impatience and defiance and made clear that those hopes were in no way assured.

That is because all of the students are in this country illegally. They were rallying to support the Dream Act, a bill in Congress that would open a path to citizenship for undocumented high school graduates who complete two years of college or military service.

These students came here as minors, hitched to their parents’ aspirations for a better life. But once they graduated from high school, they found their choices restricted to the same dead-end jobs and shadowed lives that their parents live.

The Dream Act, their best hope, has languished since it was first introduced in 2001, welded in recent years to comprehensive immigration reform bills that have gone nowhere. The all-or-nothing comprehensive strategy holds that if a bipartisan immigration bill doesn’t contain the right mix of sweeteners like the Dream Act to offset hard-line enforcement measures, it won’t attract enough votes to pass.

That strategy hasn’t worked but backers are hoping that President Obama will lead the way. The youthful grass-roots advocates from more than a dozen states who rallied on Tuesday share that hope, but they also know they are running out of time. They are getting older, and their window of eligibility for relief is closing.

One speaker, Walter Lara, 23, who graduated from college with honors, was caught by immigration in Miami. He is scheduled to be deported to Buenos Aires on July 6.

Just to talk with him and his fellow advocates who came up with him from Florida is to see an inspiring wealth of potential — with no place to go. They are from Argentina, Brazil, Colombia, Peru. They all went to community college. But because they are here illegally, they got no financial aid or in-state tuition (they paid $800 per class, instead of $250) or loans or work-study jobs.

They want to go into international relations, psychology, chemistry, engineering, mass communications, political science. But one is a handyman; the others work in restaurants and as church volunteers. The drive to Washington took them 18 hours. They looked tired, solemn, defiant, hopeful in the way young people have that banishes cynicism. They seemed incredulous that a message they grew up with — work hard, stay in school, study and you will succeed — does not apply to them.

http://www.nytimes.com/2009/06/24/opinion/24wed2.html?scp=3&sq=dream+act&st=nyt

Expectations for the Immigrant Interview Posters

DUE FRIDAY JUNE 5th

What you should be doing (at this point at least #1,2,3 should be completed and you should be well into #4):

1. Write interview questions
2. Schedule your interview with the person you will be interviewing
3. Do your interview (if the person speaks Spanish, you MUST conduct the interview in Spanish)
4. Write a minimum of 3 paragraphs that summarize the information you got from the interview. You are writing a biography telling us their story, you are not typing out the questions and responses from the interview.
5. Edit your work!!!
6. Type your paragraphs
7. Collect images, map, flag, artifacts for your poster
8. Put your poster together

What you poster must include:

• Name of the person you interviewed (first name or pseudoname is OK)
• Country that person came from
• Minimum of 3 paragraphs typed en Español
• Map showing where the person came from and where they arrived (their travel route)
• Flag of their country of origin
• Minimum of 3 other images or artifacts

You will be graded on:

• All parts are included
• Writing is well edited
• Poster is neat, attractive and presentable
• Content of your writing is interesting and teaches us something new and important
• Poster is ready ON TIME!!
  

Civics CBA

Students began their research last week on the DREAM Act. We have discussed some of the major factors in the immigration debates, and have talked specifically about issues for undocumented immigrant youth.

The DREAM Act was up in congress a couple years ago but failed. In March 2009 it was reintroduced as a potential immigration reform act. President Obama has shown support for the DREAM Act, but there are still many who remain unconvinced that it is appropriate or just. The DREAM Act would create a pathway to citizenship for youth who were brought to the U.S. illegally by their parents, who consider this there home. Most of these kids cannot get their drivers license, they cannot apply for financial aid to go to college, and they cannot legally be hired to work. When they do find work, many find themselves in positions where they are highly exploited. The DREAM Act is designed to reward hardworking, dedicated students. Students who go to 2 or more years of college, or serve 2 or more years in the military will be granted a six year legal residency in which they can apply for U.S. citizenship.

Our class has been looking at a variety of different sources and taking notes of who the different people are that are affected by this act, and what some of the arguments for and against it are. Over the next two weeks each student will be writing a 1-2 page persuasive paper, in the format of a letter to a member of congress, giving background information on the issue, stating their position on the issue, and supporting their position with three arguments why it should or should not be passed. We are also learning about the importance of multiple perspectives, so to strengthen our arguments we will also include one argument that people on the opposing viewpoint would make, and why it is not a strong argument.

This is NOT an easy assignment or issue, but students have been doing an amazing job of being respectful and mature, and of asking appropriate questions. The readings are also fairly tough, but I'm impressed by the level of comprehension I'm seeing from everyone in these complex readings. GREAT WORK!!

Our visit with Taliya's mom, Felicia Gittleman, an immigration attorney, was very helpful in our basic understanding of immigration law. Students came up with fantastic questions, and were very respectful and attentive. Thank you again so much for volunteering your time!!

Please check out the links to the right for more information about the DREAM Act. I'll be posting a few more videos, websites, and articles over the next few days, so keep checking!

More On Service Learning

Our project has, so far, been a great success. We've posted our posters around the school, some students made announcements in both English and Spanish at last week's Monday morning assembly, and various small groups have gone to each class in the school and talked to the younger students about the issues with migrant farmworkers, and about how they can help by donating to our sock drive. They have done an absolutely fantastic job with these classroom visits, I am very proud of everyone for all the hard work.

We have run into some scheduling difficulties with presenting out skits, but those will be performed for the fourth grade classes at some point this week.

Please remember to send NEW socks to school with your child. The donations will all be taken to Hamilton MS on Thursday June 4th after school.
All sizes/gender socks are needed!

Ellis Island Simulation

I apologize that this is a few weeks late, but I wanted to share some of the photos from out Ellis Island simulation. Each student was given the role of an immigrant or an immigration officer. The room was set up like Ellis Island and the immigrants had to collect their paperwork and proceed through the slow and numerous lines. They were questioned about their (their character's) health, beliefs, education, religion, and many more of the invasive questions people have to endure during the immigration process. Most students were allowed to enter, but based on health or character issues, a handful were put on a boat and were deported back to their home countries. It was a fun, but sometimes slow and confusing process. Students were able to feel the anxiety and frustration of waiting and being asked very personal questions. The questions were all asked in Spanish, so when language barriers occurred, we talked about how the real immigrants must have felt when they arrived at Ellis Island. All-in-all I think it was a positive learning experience for everyone.

Photos From Service Learning

Kicking Things Off!

WELCOME/BIENVENIDOS

We are all very excited to be starting this immigration unit. Students have already been hard at work with our service learning project and the start to our Ellis Island simulation. We have a lot we want to squeeze in this spring. It's going to be busy, but also a lot of fun!!

Progress Report on our Service Learning Project:
We have already learned a lot about migrant farm workers. We've learned about some of the push and pull factors in their immigration. We've learned a lot about the work and living conditions, and some of the challenges migrant workers and their families face.
We've also talked a bit about César Chavez and the long struggle for social justice for the farm workers. We were very lucky to have Señor Barry, an aide in the BOC classroom, come and talk to us on Tuesday. Señor Barry worked as a campesino (farm worker) when he was younger, and was able to share with us some of his first-hand experiences. Señor Barry was also very active in fighting for farm workers' rights...he even worked directly with César Chavez!
The students have done all of the planning for the service project, and it's coming along great. We will hopefully get the sock drive off and rolling by the middle of next week. Students are busy creating posters that both inform people about the sock drive and the experiences of migrant workers. Some students have also written their own short skits that help demonstrate what the migrant experience is like and about the work of César Chavez. We think it's very important to educate the other kids and teachers at JSIS about the issues so that the sock drive has a little more meaning!

Preparing for Ellis Island:
The students received their personajes (characters) on Tuesday and have begun preparing their passports/immigration journals. Half the class is taking on the roles of immigrants while the other half, the roles of immigration officers at Ellis Island. Later this week and through next week we will continue to build our personajes and prepare for our day of immigration on Friday May 8th.