Earlier this year, immigration historians from across the country launched #ImmigrationSyllabus, a website and educational resource to help the public understand the deep historical roots of today’s immigration debates. Created in partnership with the University of Minnesota’s Immigration History Research Center and the Immigration and Ethnic History Society and made available through the University of Minnesota Libraries, #ImmigrationSyllabus is a tool for teaching, learning and advocacy. #ImmigrationSyllabus is available online at immigrationsyllabus.umn.edu.
“I am proud to be collaborating with colleagues across the United States in this important initiative,” said Erika Lee, director of the Immigration History Research Center at the U of M. “With current debates and federal actions on immigration, understanding the historical context of immigration in this nation is more vital than ever.”
The syllabus seeks to provide historical context to current debates over immigration reform, integration, and citizenship. The syllabus follows a chronological overview of U.S. immigration history, but it also includes thematic weeks that cover salient issues in political discourse today such as xenophobia, deportation policy, and border policing. Listing essential topics and readings and linking to historical documents and multimedia sources, #ImmigrationSyllabus helps answer important questions such as:
- Who has come to the United States and why?
- Why has immigration been such a hotly debated topic then – and now?
- When and why did the U.S. start building walls and banning and deporting immigrants?
- What were the consequences of those policies?
- What’s “new” about new immigration to the United States?
- What lessons might we learn as we move forward?
Part of a recent academic movement to respond to pressing current events, the #ImmigrationSyllabus follows the #TrumpSyllabus, which helped readers understand the Donald Trump’s political success during the 2016 Presidential campaign; the #FergusonSyllabus, which inspired conversations about race, violence and activism in classrooms; and the #StandingRockSyllabus, which heightened awareness of the Dakota Access Pipeline and placed the #NoDAPL protests into historical context.
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