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