Bibliography: Immigrant Rights (page 31 of 54)

This bibliography is reformatted and customized by the Center for Positive Practices for the Sanctuary Cities website. Some of the authors featured on this page include Roy S. Bryce-Laporte, Marshall Croddy, Judith Kumin, Rodolfo Stavenhagen, Charles Degelman, Linda Burnham, Ana Vasquez, Alan Singer, Peter W. Dillon, and Lisa A. Tanners.

Croddy, Marshall; Degelman, Charles; Doggett, Keri; Hayes, Bill (1997). Adventures in Law and History. Volume II: Coming to America, Colonial America, and the Revolutionary Era. A Law and Civic Education Curriculum for Upper Elementary Grades with Units on Equal Protection, Due Process, Authority, and Rights and Responsibilities. This is volume two of a two-volume civics curriculum on law and effective citizenship for upper-elementary students. The lessons, set in American historical eras, engage students in cooperative-learning activities, role plays, simulations, readers theater, stories, and guided discussions, which introduce and reinforce law-related and civic education concepts and skills. Designed to meet the needs of a multi-centered student population, this curriculum features step-by-step teaching procedures, reproducible worksheet and activity masters, lessons linking the historical and law-related content to the present, and service-learning opportunities. This volume contains four units and 21 lessons in total. In unit 1, "Immigration, Diversity, and Equal Protection," students use the methods of historiography to trace the immigrant origins of five families whose ancestors came to America seeking opportunity and freedom and struggled for equality. In unit 2, "Due Process," students visit a hypothetical New England village of the colonial era and learn essential lessons about due process. In unit 3, "Authority," students explore the concepts of authority by helping a tired king rule his kingdom and view the causes of the American Revolution through the eyes of Bostonians as the colonies moved toward independence. In unit 4, "Rights and Responsibilities," students learn about the rights and responsibilities of citizenship by helping James Madison draft the Bill of Rights and also about the appropriate limits of those rights. As a conclusion, students create their own Bill of Rights and Responsibilities.   [More]  Descriptors: Citizenship Education, Colonial History (United States), Instructional Materials, Intermediate Grades

Lupo, Alan (1980). Turfs in Turmoil: Boston's Troubles Go Back a Long, Long Time, Perspectives: The Civil Rights Quarterly. Boston has a history of racial, religious, and ethnic discrimination, despite its role in abolition and political revolution. Since the seventeeth century, various immigrant groups have vied for political and economic power. Present-day racist violence between Blacks and Whites is simply the latest of a series of conflicts.   [More]  Descriptors: Blacks, Conflict, Elementary Secondary Education, Ethnic Discrimination

Dillon, Peter W. (1999). Processes and Perceptions of Collaboration: Two Teams at the International High School. This study documented small groups of teachers who collaborated formally and informally while working on various collaborative teams. The study involved New York City's International High School, which serves recent immigrants from about 60 countries. The school helps students develop linguistic, cognitive, and cultural skills necessary to succeed in school and beyond. Teachers work across departments in interdisciplinary teams. Each team works with limited numbers of students. Teams of teachers collaborate in and across those groups. Students also work in a variety of groups. The school has an ideological and structural commitment to collaboration, and schedules and curricula foster collaboration. Teachers collaborate by meeting formally and informally. Whole school planning time is scheduled monthly. Using observations and individual and group interviews with teachers, paraprofessionals, and administrators, this study documented the process of informal and formal collaboration and respondents' opinions about their collaboration. Overall, teachers were extremely busy, working hard to achieve positive results. Their feverish pace appeared to be fueled by a tremendous commitment to doing right by their students. Many felt the pace was almost too difficult. There was a sense that teachers at different career stages contributed to and gained from collaboration differently. (Contains 73 bibliographic references.)   [More]  Descriptors: Collegiality, High Schools, Interdisciplinary Approach, Limited English Speaking

Stavenhagen, Rodolfo (1994). Double Jeopardy: The Children of Ethnic Minorities. Innocenti Occasional Papers. Child Rights Series, Number 10. This paper examines the state of current research on ethnic minorities and their children and discusses areas in which further study is needed so that effective policy guidelines may be developed within the framework of the United Nations Convention on the Rights of the Child. A number of examples of ethnic minority situations are presented to illustrate the particular problems faced by families, children, and youth of ethnic minorities and indigenous and tribal peoples. It is commonly held that the solutions to the problems of these groups lie in their ability and willingness to adapt rather than in actions by the dominant societies. After a description of the ways ethnic minorities are usually categorized (territorial minorities, ethnic and cultural minorities, immigrants and refugees, and indigenous and tribal peoples), the paper surveys theoretical approaches to the study of ethnicity and examines the issue of cultural values in relation to the Convention on the Rights of the Child. Further research is needed not only to develop the most effective policies for improving the situation of minority children but also to contribute to creation of a world in which cultural diversity can lead to greater tolerance and equal human rights. (Contains 69 references.) Descriptors: Children, Childrens Rights, Civil Rights, Cultural Differences

Vasquez, Ana (1979). Children of Exiles and Immigrants, Prospects: Quarterly Review of Education. Calls attention to problems faced by children of exiles and immigrants as they attend school in places other than their countries of origin. Major problems include problems communicating in the language of the host country, culture shock, inability to readjust patterns of behavior, and inability to preserve an authentic model of their original culture. Descriptors: Children, Civil Rights, Cultural Differences, Disadvantaged

European Forum for Child Welfare, Brussels (Belgium). (1992). Children's Rights in Europe: Report of the Conference Held by the European Forum for Child Welfare (Hamburg, Germany, April 27-28, 1992). This conference report presents papers delivered during the three sessions of the conference. The first session concerned violence against children. In this session, two papers discussed the goal of achieving a healthy childhood for all children. The second session addressed the topic of early child care and education. Papers presented in this session described a two-generation project for providing community-based early childhood care and education in Aberdeen, Scotland, and a multicultural project that served children in a German town with a large population of Turkish immigrants. The sole paper presented in the third session discussed changes in mass media since 1955 and the right of children to receive information that furthers their well-being. A list of conference participants is appended.   [More]  Descriptors: Child Abuse, Child Welfare, Childrens Rights, Day Care

Naz Foundation, London (England). (1993). Ethnic Minorities and Migrant Communities. Report on the Round Table and Satellite Meetings. International Congress on AIDS (9th, Berlin, Germany, June 6-11, 1993). The Naz Foundation sponsors a project on HIV and AIDS education, prevention, and support among South Asian, Turkish, Irani, and Arab communities in Europe. As immigrants, ethnic minorities, and refugees, these people are not isolated from the societies in which they live, and are just as vulnerable as any other community to AIDS. A conference on AIDS in Berlin (Germany) in 1993 featured a roundtable on AIDS education and prevention among these minority groups. The roundtable opened with a discussion of the necessity for health education for immigrant and refugee peoples, and a call for culturally and linguistically appropriate services, including education. Defining the age groups to be targeted and the venues for education is a major concern for these ethnic communities. Five papers provide viewpoints about responses to AIDS in these minority groups: (1) "The Human Right of Movement and Asylum and Persons with HIV/AIDS" (Fernando Chang-Muy); (2) "Empowerment of Marginalised Communities To Develop Their Own HIV/AIDS Service Organisations To Provide Education, Prevention and Support Services" (Dima Abdulrahim); (3) "Development of Culturally Appropriate HIV/AIDS Education and Prevention Services for Ethnic Minority and Migrant Populations" (Ramazan Salman); (4) "Undocumented Immigrants Living with HIV in New York City" (Jairo Enrique Pedraza); and (5) "Report on the First European Information Exchange Meeting on Ethnic Minorities, Migrants and AIDS, Held in Blossin, Germany, May 1993" (Oonagh O'Brien). Attachments include declarations, issues, and recommendations from the roundtable and the entire conference. Recommendations for national and local AIDS service organizations are also made. An analysis of existing services leads to the call for culturally and linguistically sensitive services for these Muslim and Asian populations in Europe, including the provision of AIDS education in ways defined by the communities themselves.   [More]  Descriptors: Acquired Immune Deficiency Syndrome, Arabs, Cultural Awareness, Elementary Secondary Education

Bryce-Laporte, Roy S. (1977). Visibility of the New Immigrants, Society. Notes that the presence of new immigrants will add emphasis to the tensions between two historic American traditions; the myth of open reception and equal opportunity for all peoples and the reality of the difficulties of acceptance and inequality of opportunities. Descriptors: Civil Rights, Court Litigation, Demography, Ethnic Distribution

Banks, Cherry A. McGee (2007). Teaching for Tolerance and Understanding during the Japanese Internment: Lessons for Educators Today, Educational Perspectives. Following the Japanese attack on the US naval base at Pearl Harbor on December 7, 1941, the nation was thrown into a state of fear and hysteria. On February 19, 1942, President Roosevelt issued Executive Order No. 9066 which resulted in more than 120,000 persons of Japanese ancestry being either interned in relocation centers, drafted, or imprisoned. In communities throughout the Western part of the United States, lessons about democracy, tolerance, and brotherhood were mediated by the reality of the Japanese internment. The internment of Japanese Americans during World War II at the same time that students were being taught about democracy, intolerance, and brotherhood is an example of the mixed messages that were given to students and teachers. The issues and groups have changed since World War II, but educators today continue to face the challenge of helping students understand and develop the skills, knowledge, and habits of heart to be effective citizens in pluralistic democratic society. Balancing unity and diversity is a critical component of that challenge. In this article, the author stresses the important role of schools in helping to resolve the tension between unity and diversity. She argues that giving students the opportunity to grapple with real questions and issues that give prominence to the tension between diversity and unity can help them understand that there are no easy answers and that while they may not find immediate solutions they can help create an environment where the issues can continue to be explored and ultimately resolved. By learning from history, recognizing the ways in which elements of history continue to be present in contemporary society, and taking action to right an old wrong, they gave individuals a glimpse of how schools can educate students who understand the unity-diversity tension and act accordingly.   [More]  Descriptors: Democracy, War, Japanese Americans, Relocation

Nhu, Tran Tuong (1976). Vietnam Refugees: The Trauma of Exile, Civil Rights Digest. Discusses such topics as the circumstances under which Vietnamese refugees arrived in the U.S., how they were processed by immigrant authorities and relocated, conflicts between mainstream U.S. culture and Vietnamese culture, the political attitudes of the refugees, and employment and language problems. Descriptors: Adjustment (to Environment), Culture Conflict, Employment Opportunities, Federal Government

Miller, Lamar P.; Tanners, Lisa A. (1995). Diversity and the New Immigrants, Teachers College Record. Schools are inadequately prepared to serve the needs of increasing numbers of culturally diverse students. Problems relate to desegregation, multicultural education, higher quality education, and bilingual education. New York City is used as an example, noting the school system's role in serving New York's immigrant students. Descriptors: Bilingual Education, Civil Rights Legislation, Educational Discrimination, Elementary Secondary Education

Singer, Alan, Ed. (2001). Social Science Docket, 2000-2001, Social Science Docket. A joint publication of the New York and New Jersey State Councils for the Social Studies, "Social Science Docket" presents K-12 teachers with resources covering the social science disciplines, including history, economics, political science, sociology, geography, anthropology, and psychology. Each issue includes theme-related and non-themed articles; lesson plans; learning activities; book, movie, and museum reviews; and organization, Web site, and print listings. Regular features include teaching with historic places, document-based instruction, local history, using oral history, and addressing controversial issues. Contents of Volume 1 Number 1 include: "Shared History–The Separation of New Jersey and New York"; "Social Studies Standards"; "The Meaning of Freedom in the Modern World" (A. Singer); "Special Section: Great Irish Famine Curriculum" ("Addressing Controversial Historical Issues through the Study of the Great Irish Famine" (M. Murphy, M. McC. Miletta, A. Singer); "Visiting Ireland Today" (J. Y. Singer, A. Singer); "Great Irish Famine Museum" (R. Gaglione, L. Costello); "Traditional Irish Crafts"; "Malthus, Classical Political Economy, and the Causes of the Great Famine" (L. Frohman); "Check It Out–Building with Books" (C. A. Dircks); "Irish Immigrants in Paterson, New Jersey during the Jacksonian Era" (H. Harris); "Local History: The Civil Rights Movement on Long Island" (S. Cornelius); "The Battle Over School Integration on Long Island, N.Y." (J. K. Loftus); "What Happens to a Dream Deferred" (D. G. Mitchell); "Teaching with Oral History: Dr.  Eugene Reed and the Battle for Civil Rights on Long Island" (C. Grant, J. Syffrard); "The Character of the Electoral College: A View from New York State" (G. Bugh); "Selecting the President" (H. Dircks); "Current Events from the Past" (L. Lupinski-Huvane); "The Warts Are Missing at Most Historic Sites" (A. S. Libresco); "A Science Teacher Looks at Social Studies" (S. M. Hines); "Human Rights Education: Human Rights on the World Wide Web" (D. Banks); and "Teaching Children about Human Rights Using the Work of Eve Bunting" (J. Singer). Contents of Volume 1 Number 2, a Slavery and the Northern States-themed issue, are: "Editorial and Classroom Activity: Teaching about Slavery in the Americas" (A. Singer); "Teachers Respond to Teaching about Slavery in the Americas"; "Teaching about Slavery: A Pedagogical Paradox" (J. J. McNamara); "Slavery and the Northern States: Complicity and Resistance" (A. Singer); "The Freedom Quest in New York State"; "Abolitionists among New York's 'Founding Fathers'" (K. Brady); "Classroom Activity: New Yorkers Battle Against Slavery"; "The History of Slavery in New Jersey" (G. R. Wright); "Fighting for Freedom" (N. Shakir); "Teaching Ideas" (N. Shakir); "John Woolman: New Jersey's Eighteenth Century Quaker Abolitionist" (C. F. Howlett); "Underground Railroad Sites in New York and New Jersey" (L. Peterson; J. Pesato); "The Underground Railroad and Abolitionism in Central New York" (J. Wellman); "Classroom Activity: "Runaway Slave Advertisements from around the Region"; "Classroom Activity: Documenting Complicity with Slavery"; "Classroom Activity: Debating Resistance to Slavery"; "Using History-Mysteries with Elementary Students: Or, How You can Stop Worrying and Learn To Love the Test" (A. S. Libresco); "African American Lives in Early New Jersey: Excerpts from the Narratives of Abraham Johnstone, William Boen, and Samuel Ringgold Ward"; "African American Lives in Early New York State: Excerpts from the Narratives of Venture Smith, Sojourner Truth, William Brown, and Reverend Thomas James"; "A Scientist Looks at Social Studies: What Is Race?" (S. M. Hines); "Slavery on the World Wide Web" (R. Edwards, V. K. Campbell, C. Cronin); "Viewing History? Film and Historical Memory" (C. Vitiere); "Perspective and Engagement: Slavery and Reconstruction in Literature for Middle and High School Students" (S. Smith); "Teaching Young Children about Slavery" (J. Y. Singer); "Book Reviews: Freedom Crossing and Where I'm Bound" (R. Gaglione, D. Golden); and "Collaboration between Teachers and School Media Specialists" (H. Willett).   [More]  Descriptors: Civil Rights, Class Activities, Elementary Secondary Education, Higher Education

National Council of La Raza, Washington, DC. (1992). State of Hispanic America 1991: An Overview. This overview presents a profile of the Hispanic American community in five key areas: demographics, education, poverty, health, and civil rights. The demographic overview considers population composition and location, population growth, language acquisition, family status, and employment. Educational status and trends, underrepresentation in education and training programs, factors affecting Hispanic undereducation, and signs of progress are discussed. Employment, earnings, and income; children and families; and factors associated with increasing poverty for Hispanics are considered. Hispanic health status, access to health care, and factors limiting access to health care are discussed. A section on civil rights treats public attitudes, evidence of discrimination, and Federal enforcement activities. A final section presents policy implications. The following findings are highlighted: (1) Hispanics constitute the first and most recent immigrants to the United States and the population continues to grow rapidly; (2) Hispanics have many of the values identified as typically "American"; (3) Hispanics have the lowest level of educational achievement of any major population group; (4) employed Hispanics are far more likely than other Americans to be among the working poor; (5) Hispanics are more likely than other Americans to contract certain diseases, yet less likely to have access to regular health care; and (6) Hispanics suffer from substantial levels of discrimination in education, employment, and housing, yet receive minimal attention from Federal civil rights enforcement agencies. Included are extensive end notes. Descriptors: Civil Rights, Demography, Economically Disadvantaged, Educational Trends

Burnham, Linda, Comp. (1991). Women of Color Organizations & Projects: A National Directory. This directory includes nearly 200 organizations whose staff, membership, or constituency is predominantly women of color; organizations that concern women of color by virtue of their location or issues they address; and projects or organizations whose membership is primarily White but that focus on issues of importance to women of color. Disk versions of the directory include names, addresses, telephone and fax numbers, and contact persons for all listings. The book version also includes descriptions of organizational goals and programs taken directly from questionnaires completed by the organizations. Organizations and programs are listed alphabetically and indexed by race/ethnicity/nationality and issue. While many listed organizations have educational components, those focusing specifically on educational issues Asian Women United in San Francisco, California; the Center for Women Policy Studies in Washington, D.C.; the Association of Black Women in Higher Education in Jackson Heights, New York; the Chicana/Latina Research Project in Davis, California; Najda: Women Concerned About the Middle East in Berkeley, California; and Sage Women's Educational Press, Inc., in Atlanta, Georgia. Other categories include arts and cultural heritage, business and professional associations, domestic violence, employment and job training, health, immigrant and refugee women, income and welfare rights, indigenous rights, international support, leadership development, lesbians of color, mentoring and scholarships, parenting, political participation, publishing and media, religion and spirituality, reproductive rights, sexual assault, substance abuse and recovery, support groups and self-help, and workers' rights. Descriptors: Advocacy, Asian Americans, Battered Women, Black Organizations

Kumin, Judith (2001). Cover Story: David vs. Goliath, Refugees. Describes the current trend where each year thousands of unaccompanied children apply for asylum in industrialized countries. Few of these children receive refugee status and governments have difficulty coping. Suggests that while on paper, children's rights are nearly universally recognized, children still face numerous forms of persecution. United Nations guidelines for dealing with these children, which include appointing a suitable guardian, are rarely followed. Descriptors: Children, Childrens Rights, Refugees, Undocumented Immigrants

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