Immigration, V

Summation of resources from today’s class.  Use these as needed for evidence on your editorial planning sheets.

I.  Opinions

Use any of these opinion poll findings as a foil for your editorial.  In other words, respond to one of the questions’ findings.

Gallup Opinion Polls:

Immigration in general

Report on the immigration poll with summaries of attitudes

Basic Feelings of US citizens towards immigration

Economic Impacts

Pew Research Center Polls: 

Support for Undocumented Immigrants

Policy differences includes opinions on crime

II. The Numbers

Now we want to compare perception to reality.  So take an opinion we found, for example “72% [of Americans] believe immigrants take the jobs Americans don’t want” from a Jan 2017 Gallup poll. Now we can look at what jobs are immigrants most likely to have.  Are they jobs citizens don’t want?

Fact Sheets:

Illegal Immigration Facts, Pew

DACA Facts, Pew

Immigrant Educational Attainment, US Census

Immigrant Contribution to Job Creation as Business Owners Pew

Where Unauthorized Immigrants Work Pew

Impacts of various DACA proposals Migration Policy Institute PDF to be downloaded

Demographics of Immigrants Pew Hispanic Research Center

Unauthorized Immigrants in Workforce Pew Hispanic research Center

Immigrant Workers by Industry Pew Hispanic Research Center

Rise of Federal Immigration Crime Pew Hispanic Research Center

  • Among unauthorized immigrants sentenced in federal courts in 2012, 68% were convicted of “unlawfully entering or remaining in the United States,” 19% were sentenced for drug offenses, 7% were sentenced for other immigration related offenses and the remainder (6%) were sentenced for other crimes.10

Use of Education System by Children of Unauthorized Immigrants Pew Hispanic research Center

Education level of Today’s Immigrants Pew Hispanic Research Center

Report on Public Benefits for Immigrants in States Pew Charitable Trust.   As mentioned in class there is a 5-year waiting period for qualified immigrants to receive benefits at the federal level.  However, states can and most have put in place exceptions extending financial assistance to new immigrants before the five-year waiting period.  Scroll down in this report the data is in middle to end.

Criminal Immigrants: Demographics CATO Institute

Crime and Immigrants PolitiFact

Crime is Even Lower in Diverse Neighborhoods”    

For Dec 14:

  • Completed editorial planning sheet
  • Read TS/IS chapter 8 “As A Result: Connecting the Parts”
  • Add any other sources you find to the comments, please.
    • Dec 14 Planning Sheet – bring to class
    • Dec 21 Email me your draft
    • Jan 5 Email me your final paper


  • Best TV of 2017 American Vandal is at the top of the list (yes, an appeal to authority)
  • In case I cannot decide on the two wallpaper swatches and go another direction, you may return to this in February.

Immigration, IV


Opinions are like noses, everyone has one.  In class this week we will compare opinions about immigration to data about immigration and immigrants.  The contrasts we find will form the base for you next paper.

For December 7:


Five Fallacies video

9 Charming Cartoons Explaining Logical Fallacies

More fallacy examples

How many fallacies can you find, Immigrant Disease The Daily Show

Trump and Logical Fallacies, here


Immigration, III Economic Impacts

In looking for data and analysis on this week’s topic, I could find proof of just about what ever I wanted to assert.  Depending on the number of years observed, states, ages, education levels, country of origin of the undocumented immigrant I could make case for and against the economic costs to the US of illegal immigration.  Ideally, social scientists would have a before and after situation to see the effect of undocumented immigrants. In “The Thorny Economics of Illegal Immigration”  Bob Davis of the Wall Street Journal looked at the impact of a 2007 crackdown on illegal immigration in Arizona  which caused immigrant population to fall by 40% in the state.  While wages in some construction industries went up, overall state economic activity fell as seen in the first graph below.  The graph itself is from the Wall Street Journal article, the summary totals were done by the Mother Jones author, Kevin Drum.  (The WSJ article is behind a paywall and not accessible)

“Arizona is Paying a High Price for Cracking Down on Illegal Immigration” Mother Jones, Feb 9, 2016. Original graphic from the Wall Street Journal totals added by Mother Jones.

Just looking at the numbers above the loss of undocumented immigrants caused a net loss to the Arizona economy.  They saw a $6 billion drop in economic activity as measured by GDP while saving $350 million per year in English classes in schools and $60 million per year on ER visits.  Granted these are just two of the costs states incur with undocumented immigrants, but still the net loss of over $5 billion per year seems significant.

In the pro/con articles below lots of numbers are thrown around.  Some of the data are annual costs, some are over the next 20-30-or-50 years and some combine costs for illegal and legal immigrants. It is not always clear.  When considering the veracity of the writer, ask yourself if they are being clear with their statistics?  Can you think of any costs, benefits or groups either missing or wrongly included?  If you can, then you have your reasons for agreeing, disagreeing or both.

Have a happy day celebrating the first immigrant welcome feast or Thanksgiving!

By Nov 30:

Read TS/IS chapter 7 “So What?/Who Cares?”

Read all the Pro/Cons for Is Illegal Immigration an Economic Burden to America?

Decide which answer is most reliable for Pro and Con.  For your decision consider the author’s ethos, evidence presented and the logic (however briefly presented) used.

Write a TS/IS response to one of the two  most reliable answers you choose.  Remember in the They Say paragraph use the template to summarize their position.  In the I Say paragraph use the appropriate lead-in from last week’s response handout.  For example” such as  “X surely is right about ___ because as she might not be aware….” End your I Say paragraph with a “So What” use a template from the chapter or one of those on pages 302-3.


More on monuments, South Africa Grapples with Contentious Reminders of Apartheid

Growth, Cities and Immigration, Crash Course US History

The Economics of Immigration, Crash Course Economics

The Impact of Undocumented Immigrants on State and Local Budgets, Congressional Budget Office, 2007


Immigration, II

Last week, we looked at the 225 year history of immigration and citizenship laws in the United States.  One observation is that immigration laws have always been political.  So as we move forward in our exploration we need to consider the social, economic and political needs and fears of the US and how they shape immigration policy.

From The Center for Migration Studies,

This week we will turn our attention to current immigration issues.  Specifically, the Deferred Action for Childhood Arrivals or DACA program.  We will gather data on the number of people affected, different viewpoints, existing legislation and proposed changes.

To prepare for the discussion I want you to read about a  family impacted by DACA from the NY Times.  As you read make notes of the checkable facts.  For example, write down any statistics, descriptions of policies, effects on the individuals of being illegal, economic effects for the family and the community, etc.  The easiest way to do this will be to print out the article – highlight or underline checkable facts – and make your own notes.

For Nov 9:

  • Read “A Family Divided by Two Words, Legal and Illegal” by David Gonzalez April 25, 2009, New York Times.
  • Write out notes on verifiable or checkable facts
  • Review my comments on your editorial drafts, make changes and submit final essay by midnight Nov 9.  There will be time to ask me questions in class about your essay if needed.


Working on it – check back


Immigration, I


Where are you from?  A common question in the United States.  Most of us can tell the story of where our parents or grand or great-grandparents were born and how they traveled to the US.  We are, as the cliche goes, a nation of immigrants.  And yet. There is still widespread resistance to new immigrants – at least some new immigrants.

Every generation identifies new enemies and draws new lines in the battle against immigration.  So why the centuries old war on immigration?  How have the preferred and deterred ethnic groups changed over the decades?  And what are the costs and benefits of immigrants in the US?  This will be our focus for the rest of the semester.


Ever wonder why Milwaukee has so many ethnic festivals?  Look at how we are a pocket of immigrant concentrations?  What would have made us a destination?

For Nov 2

-Read TS/IS Chp4 “Yes/No/Okay, But: Three Ways to Respond”

-Write your editorial!  Email it to me by midnight Nov 2

  • For reference only  Plagirism powerpoint:
  • Plagiarism


Implicit Bias  Got bias?  Turns out we all do.  The problem lies in letting implicit bias drive our actions.

What to do about that bias…Walk Boldly Toward Them

37 Maps That Explain How America is a Nation of Immigrants


Preparing for Your Editorial

Finally, what do you think about the monument debate and why?  Your first graded piece of work will be an editorial.  Below is a summary of the notes created in class and articles we have read.  You do not need to do any additional research to write your opinion piece.  You will be completing the paper in stages: planning, paper and revisions.  Due dates for each section are below.

Yesterday we made a list of the reason for removing or leaving the arguments:

Reasons to leave the Monuments Reasons to Remove the Monuments
–  Educational value

–  Honors soldiers/ancestors

–  Aesthetics

–  Historical Relevance (Past & Present)

–  Shows evolution of though (with proper context)

–  Disrespectful

– Not educationally effective without context

-Rallying point for white supremacists

–  Empty pedestal also makes a point

–  In the Confederacy’s own words they are for the preservation of slavery

–  Spike in monuments as response to Civil Rights movement

–  Reminders of the Lost Cause

–  No longer reflect contemporary values

–  No parallel in monuments in the north


For Oct 26:

-Complete the Planning Sheet portion of this handout

[added] Read Chapter 3 “The Art of Quoting” in TS/IS


“Whose Heritage? Public Symbols of the Confederacy” Southern Poverty Law Center (SPLC) April 21, 2016

“Tempers Flare Over Removal of Confederate Statues in New Orleans” Richard Fausset, May 7, 2017 New York Times

Why I Changed My Mind About Confederate Monuments” Kevin M. Levin, Aug 19, 2017 The Atlantic


What Do You Say?

Timeline of Monuments from SPLC —

After watching Mitch Landrieu’s May 23, 2017 speech on the removal of Confederate monuments in New Orleans, we looked at the element of pathos in the speech – including word choices, images conjured and call outs to patriotism.  In class this week we will look at the facts around these statues.  Where are they?  How many?  When were they put up?  Who’s idea was it? Get ready you will be making your own argument for or against monument removal after this!

For Oct 19:

  • Read the two reports on the mayor’s speech that you took home: “NOLA Mayor: Civil War Monuments Caused a ‘Great Migration’ Out of the City” and “New Orleans Mayor’s Message on Race”
  • Complete the questions about the two articles found HERE



Jonathon Haidt’s TED Talk The Moral Roots of Liberals and Conservatives .

Example of reciprocity between mountain lions

Wondering about concrete examples and implications?  Of course you were.  Read more about framing HERE