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A discussion of america as the land of opportunity

Additional print and online resources on immigrants in the U. Ask students to list ten reasons people emigrate to America. Divide students into groups, in which they share and synthesize their individual lists to create a group list of ten items.

Invite each group to share its list. Chart each group's contributions, and instruct the class to eliminate overlap and arrive at a class list. Have students analyze and discuss the items.

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Among these should be reference to employment and income. Have students discuss how job and income influence a person's decision to immigrate. Probing questions to pose include: What economic conditions in other countries propel immigration?

What does America seem to provide immigrants with regard to career and financial opportunity?

Does America meet immigrants' expectations in this regard? If yes, in what ways? If no, where does it fall short? What types of jobs do the majority of immigrants tend to get? Provide students with background on the status of immigrants in the labor force and issues associated with upward career mobility. Have the students consider some of the characters' stories presented in The New Americans.

For example, Anjan Bacchu, the Indian technical worker, who hopes to be able to apply his computer programming skills to a job in the U. Students can read the following and then discuss the likelihood of his getting a job in the field.

What would be his chances if he did come to America?

  1. Additional print and online resources on immigrants in the U. What would be his chances if he did come to America?
  2. If no, where does it fall short?
  3. What are his chances of career mobility and economic success while living in America?

In the crowded city of Bangalore, India—known as the country's Silicon Valley—Anjan Bacchu, a successful computer programmer, is planning to apply for a job in the U. I'd like to become a kind of expert in all the technologies so that I can use it when I come back to India.

What are his chances of career mobility and economic success while living in America? Pedro Flores spends a lot of time on buses and even more time away from his family. He has been separated from his wife, Ventura, and their six children for the past 13 years, seeing them only twice a year for short visits. Pedro works as a meatpacker in Garden City, Kansas. The Floreses' six children, five girls and one boy, live with Ventura on an impoverished ranch near Guanajuato, Mexico—1,200 miles and a hostile border away from Garden City.

Sometimes when I come home [to Mexico], I don't feel like going back up there. But out of necessity, I have to go back.

  • What are the factors that impede employment opportunities?
  • What economic conditions in other countries propel immigration?
  • Ask each group to summarize its article and findings in response to Step 4 questions.

Today, Pedro is on his way home from work. He hopes that when he returns, his family will come to Kansas with him. Divide students into eight small groups. Per two groups, distribute one of the articles listed in the materials section every two groups receives a different article.

Instruct groups to critically analyze article content to answer the following: What is the status of immigrants in the U.

  • What would be his chances if he did come to America?
  • What is the status of immigrants in the U;
  • He hopes that when he returns, his family will come to Kansas with him;
  • The Floreses' six children, five girls and one boy, live with Ventura on an impoverished ranch near Guanajuato, Mexico—1, miles and a hostile border away from Garden City;
  • Explain, with examples actual or deduced.

In what ways do immigrants bolster the workforce? Do these contributions provide opportunities for immigrants to grow professionally and gain career mobility? Explain, with examples actual or deduced. What obstacles do immigrants encounter when seeking meaningful employment? What are the factors that impede employment opportunities?

How do immigrants find employment? Ask each group to summarize its article and findings in response to Step 4 questions. Invite the class to review the cumulative findings, and to analytically discuss the nature of immigrants in the workforce. Have them list the outstanding barriers to immigrants' career mobility and for each one, brainstorm potential ways to dissolve these barriers.

Students may create a two-column graphic organizer for this activity. Based on their discussion and ideas, tell them to establish a U. Invite each group to share its proposal.

Assessment A student-written editorial that refers back to concepts raised during their research, the reading of the articles and classroom discussion can be used to assess what students have absorbed and how they have applied this information.

A discussion of america as the land of opportunity

Students can assess their peers' mock federal policy, highlighting its unique ideas and questions raised that the policy does not address. Extension Students can invite community immigrant business owners, workers and professionals to participate on a panel discussion about the status of foreign-born Americans in the labor force.

Speakers can discuss their experiences: