On behalf of the Council on Foreign Relations (CFR), take this quiz to test your knowledge of the trends and policies surrounding U.S. immigration.

This collection uses primary sources to explore settlement houses during the Progressive Era. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This course explores how social theories of urban life can be related to the city’s architecture and spaces. It is grounded in classic or foundational writings about the city addressing such topics as the public realm and public space, impersonality, crowds and density, surveillance and civility, imprinting time on space, spatial justice, and the segregation of difference. The aim of the course is to generate new ideas about the city by connecting the social and the physical, using Boston as a visual laboratory. Students are required to present a term paper mediating what is read with what has been observed.

In this video segment from Religion & Ethics Newsweekly, view the reactions of citizens from Lewiston, Maine as Somali immigrants settle in their community.

As students study the impact of immigrants and the development of the United States, regionally and as a whole, early South Asian immigration should be discussed. Early South Asian immigrants played a significant role in the nation’s economic and agricultural development, especially in California. Early South Asian immigrants formed their own communities and created unique communities with other marginalized communities around them, such as Black, Mexican, and Puerto Rican communities. This lesson focuses on the experiences and impact of these early South Asian Americans.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 5.1, 5.4, 6.4
Economics: 4.4
Historical Knowledge: 5.22, 6.20, 6.21
Historical Thinking: 5.23, 5.24, 6.23, 6.24, 6.28
Social Science Analysis: 4.21, 4.24, 5.26, 5.27

Teaching and Learning Iowa History represents a unique way for community members, teachers, and university students to join in the same learning experience with similar goals and curiosities. Whoever you are, we're glad you're here! 

The primary sources in this set can be used for inquiry-based learning exercises and projects. Each document falls under the umbrella topic of tenements and immigration, and students are encouraged to annotate in the margins in order to support the development of document analysis and critical thinking skills. Suggested projects that make use of this set’s primary sources are also included for the educator as a springboard for research-based projects.

The estimated number of undocumented immigrants living in the United States in 2018 is 11.3 million. Of these, about 3.6 million entered the U.S. before their 18th birthday. This latter group, the Dreamers, have been advocating for a path towards legal residency and citizenship since 2001. This lesson will explore the origins of the Development, Relief and Education for Alien Minors Act (DREAM Act) and connect the story of Tereza Lee, the first DREAMer, and the current struggles of others like her against possible family separation and deportation.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 6.4, 7.5, 8.7, 8.8, 8.9, HS.1, HS.2, HS.6, HS.9, HS.10, HS.11
Economics: HS.24
Geography: HS.51
Historical Knowledge: 8.22, 8.25, HS.58, HS.61, HS.64, HS.65
Historical Thinking: 8.32, HS.67, HS.69, HS.70
Social Science Analysis: 6.24, 6.26, 6.27, 6.28, 7.27, 7.29, 7.30, 8.33, 8.34, 8.36, HS.71, HS.72, HS.73, HS.75, HS.77, HS.78

Created by NHPRC Teacher Participant/Creator Korrell Pierson for US History; Adaptable to other grades. The assignment asks students to research three generations of the immigration experience (or migration) within their family, or members of your community and to gain a better understanding of the trials and tribulations of the immigrant experience and whether or not their experiences mirrored those learned about in Industrialization, Progressivism and Immigration units or if they differed.

Created by NHPRC Teacher Participant/Creator Rachel Wylie for Global History. Adaptable to other grades. History is the study of the past based on available evidence at the time. In this project, you will create a time capsule full of evidence to allow your descendants to better understand who you are, your immigration story, and what life was like in 2018. This opportunity allows you to use evidence to enable future generations of your family to reconstruct your personal past. Each student’s time capsule will undergo peer-analysis of the primary evidence provided in the capsule.

This course investigates Paris’s oversized status as a global capital by looking at the events, transformations, cultures, and arts for which the city is known to help us better understand Paris and its place in French and global cultures today. Taught in French.

Traditionally, American presidents have supported free trade--or at least less restricted trade. But the new administration has invoked tariffs and possible renegotiation of longstanding trade agreements. Academic economists are all but unanimous on the benefits of free trade, but a few dissenters say free traders live in a fantasy land, ignoring economic reality. In this debate, Dr. Michael Hudson of University of Missouri Kansas City and Peking University and Dr. Farhad Rassekh of the University of Hartford debate whether the US should pursue a policy of free trade or protectionism.

 U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.Senior Contributing AuthorsP. Scott Corbett, Ventura CollegeVolker Janssen, California State University, FullertonJohn M. Lund, Keene State CollegeTodd Pfannestiel, Clarion UniversityPaul Vickery, Oral Roberts UniversitySylvie Waskiewicz

By the end of this section, you will be able to:Identify the factors that prompted African American and European immigration to American cities in the late nineteenth centuryExplain the discrimination and anti-immigration legislation that immigrants faced in the late nineteenth century

This module is designed for 3rd through 5th graders to explore their names, identity, immigration and cultural lore to find heroic moments in their family history. Using Icelandic immigration, both historical and current, as a model to explore: the meaning and uses of names, the difficulties of language, belonging and identity, and historical storytelling through "Egil's Saga", the student creates a personal definition of a hero. After learning basic interview techniques, the module includes interviewing a family member and identifying a heroic moment to portray through a student created comic. A gallery of comics is displayed for the community viewing including artists statements.

The terrorist attacks on September 11, 2001 marked a turning point in American policies toward immigration, privacy, and the ways South Asian Americans were perceived and treated after. Students will learn about the various ways South Asian Americans have experienced disproportionate and targeted racial profiling, hate crimes, and other acts of discrimination. They will also learn about the ways in which South Asian Americans responded to the 9/11 attacks and the aftermath, providing insight into how immigrant communities are often caught between the pressures of representing themselves in a way that appeals to the expectations of the status quo, and the desire to practice their culture and traditions in a way that allows them to fully embrace their cultural and ancestral identity.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 5.1, 6.4, 7.5, 8.8, 8.9, HS.2, HS.6, HS.9, HS.10, HS.11
Geography: 5.13, HS.51
Historical Knowledge: 5.22, 6.20, 6.21, 8.22, 8.25, HS.52, HS.64, HS.65
Historical Thinking: 5.25, 7.25, 8.31, 8.32, HS.68
Social Science Analysis: 5.26, 5.27, 5.28, 6.24, 6.26, 6.27, 7.27, 7.29, 8.33, 8.34, 8.36, HS.72, HS.73, HS.74, HS.75, HS.76, HS.78

Asian Americans have contributed greatly to the Silicon Valley high tech boom beginning in the 1980s to present day. The technological innovations that came out of Silicon Valley enabled the United States to become a global IT leader as the region in San Francisco Bay Area became the birthplace for many high tech companies, such as the search company Yahoo! While some high-profile Asian American entrepreneurs were able to build highly lucrative companies, the contributions of Asian immigrants who performed the piecework labor that made these new innovative machines function was also an important factor to Silicon Valley’s growth and success.

2021 Social Science Standards Integrated with Ethnic Studies:
Economics: 7.8, 8.14, HS.17, HS.24
Geography: HS.42
Historical Knowledge: 8.27, HS.64
Social Science Analysis: 7.29, 7.30, 8.34, 8.36, HS.71, HS.72, HS.73, HS.74

These activities will help students make connections between the foods they eat every day and the harsh experiences of the undocumented female workers who play an essential role in bringing that food to them.

As producers of knowledge with a particular focus on social (in)justice, racial, gendered and transnational journeys, Guttman Community College scholar-activists have constructed a new digital canon that offers New Yorkers the opportunity to contribute testimonies of tumultuous times. Curated by Dr. Samuel Finesurrey, Guttman undergraduates Elsy Rosario, Tigida Fadiga, Luz Hidalgo, Phisarys Sidemion, and Sadaf Majeed and digitized by Guttman staff members Joanna Wisniewski, Ivan Mora, and Kristina Jiana Quiles, this collection democratizes the production of knowledge by empowering community college students, largely deriving from immigrant households, to shape the narratives told about their communities and their generation. Organized into five themes, with testimonies gathered in six languages, this archive documents a diverse set of New York experiences. Funded by the American Council of Learned Societies and the Mellon Foundation, this exhibition helps us rethink struggles and movements of the past and present, to unearth the human networks that carry all New Yorkers in difficult times.