Students will examine data on the number of immigrants in the United States, to create bar graphs and line graphs with appropriate scales. Students will then compare and analyze their graphs to draw conclusions about the data.

In 1965, President Lyndon B. Johnson signed into law the Immigration and Nationality Act which replaced the quota immigration system that had been in existence since the 1920s, with a preference system based on labor skills needed by the United States, and those who had a pre-existing family tie in the country. This lesson will explore past U.S. immigration laws that affected Asian immigration and naturalization, how the Immigration and Nationality Act of 1965 came about because of the Civil Rights Movement, and how the 1965 Act changed the demographics of the country over the next twenty years and beyond.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 5.1, 6.4, 7.5, 8.7, 8.8, 8.9
Geography: 5.13
Historical Knowledge: 5.22, 6.20, 6.21, 8.22, 8.25, HS.52, HS.57, HS.58, HS.61, HS.63, HS.64, HS.65
Historical Thinking: 5.24, 7.25, 8.30, 8.31, 8.32
Social Science Analysis: 5.26, 5.27, 6.24, 6.27, 7.29, 8.36, HS.72, HS.73, HS.74, HS.75

This website provides a general overview of the history of immigration to Iowa. It also provides several primary sources that address the following questions. Why do people move or choose to immigrate? What did immigrants experience when they arrived in America? How does one's culture influence where they choose to live?

Income inequality in America is a serious issue. People are worried about a widening gap between the rich and the poor in the United States. But is the global story the same? In this video, Professor Tyler Cowen of George Mason University explains how globalization is affecting income inequality worldwide.

Almost everywhere on the world, international migration is a hot topic. Most of the time the debate about migration is fierce and charged with prejudices and fears. At the political level, this has far-reaching consequences, ranging from electoral victories of populist right-wing parties to the increasing isolation policy of Europe and the United States. But what exactly is migration? What are its causes? And what are problems and opportunities?

This course provides a substantive overview of U.S. politics and an introduction to the discipline of political science. It surveys the institutional foundations of U.S. politics as well as the activities of political elites, organizations, and ordinary citizens. It also explores the application of general political science concepts and analytic frameworks to specific episodes and phenomena in U.S. politics.

This course examines why democracy emerges and survives in some countries rather than in others; how political institutions affect economic development; and how American politics compares to that of other countries. It reviews economic, cultural, and institutional explanations for political outcomes. It also includes case studies of politics in several countries. Assignments include several papers of varying lengths and extensive structured and unstructured class participation.

This course provides a substantive overview of U.S. politics and an introduction to the discipline of political science. It surveys the institutional foundations of U.S. politics as well as the activities of political elites, organizations, and ordinary citizens. It explores the application of general political science concepts and analytic frameworks to specific episodes and phenomena in U.S. politics.

Students will use tables and visualizations of data about geographic mobility to explore rates and patterns of migration within, and immigration to, the United States. Using Census Bureau data tools, students will learn about past reasons for migration and immigration and understand the internal and external stresses of fluctuations in population.

Japanese Americans suffered terrible injustices as a result of governmental policies during World War II that discriminated against them by treating them like enemies. In this lesson, students examine what happened to Japanese Americans during WWII, what constitutional rights were violated in the process, and why such a massive injustice happened.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 2.4, 3.2, 5.1, 6.4
Economics: 1.4, 4.4
Geography: 5.13
Historical Knowledge: K.14, 1.12, 2.16, 5.22, 6.21
Historical Thinking: 2.21, 2.22, 6.23
Social Science Analysis: 1.19, 2.23, 2.25, 3.18, 3.19, 4.21, 4.24, 5.27, 5.28, 6.24, 6.27, 6.28

Lesson seeds are ideas for the standards that can be used to build a lesson.  Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.  This lesson seed provides a compelling question and a bank of sources to use to drive an inquiry based lesson or a potential Evidence Based Argument Set (EBAS).  When developing lessons from these seeds, teachers must consider the needs of all learners.  Once you have built your lesson from the lesson seed, teachers are encouraged to post the lesson that has emerged from this lesson seed and share with others. Essential Question: How effectively did John Adams respond to domestic and foreign challenges?EL Modifications:Image source: "John Adams" by Gilbert Stuart from the National Gallery of Art at https://www.nga.gov/collection/art-object-page.42933.html

This course explores the ideal of social justice. What makes a society just? We will approach this question by studying three opposing theories of justice—utilitarianism, libertarianism, and egalitarian liberalism—each foundational to contemporary political thought and discourse.

This course aims to acquaint students with traditional and contemporary topics in labor economics and to encourage the development of independent research interests. The class provides a systematic development of the theory of labor supply, labor demand, and human capital. Topics covered include wage and employment determination, immigration, unemployment, equalizing differences, among many others. There is a particular emphasis on the interaction between theoretical and empirical modeling.

This course is an introduction to labor economics with an emphasis on applied microeconomic theory and empirical analysis. We are especially interested in the link between research and public policy. Topics to be covered include: labor supply and demand, taxes and transfers, minimum wages, immigration, human capital, education production, inequality, discrimination, unions and strikes, and unemployment.

This website provides the film script, reviews, a discussion forum, and 15 essays on Hasidism.

This 12-day unit focuses on the various experiences of immigrants traveling to the United States. Students will identify a variety of reasons people choose to move to the United States by analyzing a range of texts that detail the individual experiences of immigrants from various parts of the world. Texts and conversation will encompass themes common to the immigrant experience: hope, hardship, and adaptation.

In order to give students a real world application and view of the immigrant experience, they will learn the skills of interview questioning in order to conduct their own interview. Students will use the texts explored in the unit to inform the questions they craft for their interview.

We describe a classroom activity in which students use M&M candies to simulate death and immigration. Students build a mathematical model, usually a linear first order, difference or differential equation, collect data, estimate parameters, and compare their model prediction with their actual data.

In this lesson, students will see how statistical data can tell a larger story, understand numbers in various contexts and explore different points of view in relation to data. They will also consider how—as future voters—they will help determine how the political process can serve everybody.