Helpful Sources

• Blitzker, J. (2013, Oct. 3). “Dreamers at the Border.” The New Yorker,Accessed online at https://www.newyorker.com/news/news-desk/dreamers-at-the-border.
• Budiman, A. (2020, Aug. 20). “Key findings about U.S. immigrants.” Pew Research Center. Accessed online at https://www.pewresearch.org/fact-tank/2020/08/20/key-findings-about-u-s-immigrants.
• Carroll, R. and Ed Pilkington. (2013, Aug. 7) “Dream Nine immigration activists freed.” The Guardian. Accessed online at https://www.theguardian.com/world/2013/aug/08/dream-nine-immigration-activists-freed.
• “The Dream 9.” Google Arts & Culture. Accessed online at https://artsandculture.google.com/exhibit/the-dream-9-latino-usa/agIi4BjHN3Z-Lg?hl=en.
• Escudero, K. (2020). Organizing While Undocumented: Immigrant Youth's Political Activism under the Law.New York: NYU Press.
• Gonzalez, S. (2017, Jan. 19). “No One Expected Obama Would Deport More People Than any Other U.S. President.” WNYC News.Accessed online at https://www.wnyc.org/story/no-one-thought-barack-obama-would-deport-more-people-any-other-us-president.
• Jordan, M. (2012, Oct. 14). “Anatomy of a Deferred-Action Dream.” The Wall Street Journal.Accessed online at https://www.wsj.com/articles/SB10000872396390443982904578046951916986168
• May, M. (2013, June 21). “Los Infiltradores.” The American Prospect.Accessed online at https://prospect.org/civil-rights/los-infiltradores.
• New America Media. (2013, Aug 3). “Criticism, support for decision by 'Dream 9' to bring their case directly to immigration officials.” PRI.org.Accessed online at https://www.pri.org/stories/2013-08-03/criticism-support-decision-dream-9-bring-their-case-directly-immigration.
• Wong, K., Shadduck-Hernández, J., Inzunza, F., Monroe, J., Narro, V., and Valenzuela Jr., A. (2012). Undocumented and Unafraid: Tam Tran, Cinthya Felix, and the Immigrant Youth Movement. Los Angeles, CA: UCLA Center for Labor Research and Education. https://books.labor.ucla.edu/undocumentedunafraid.
• Truax, E. (2015). Dreamers: An Immigrant Generation’s Fight for the American Dream.Boston: Beacon Press.
• Truax, E. (2018). We Built The Wall: How the US Keeps Out Asylum Seekers from Mexico, Central America and Beyond(Trans. D. Stockwell). New York: Verso.
• Wolfe-Rocca, U. (2019, Oct. 2). “Downplaying Deportations: How Textbooks Hide the Mass Expulsion of Mexican Americans During the Great Depression.” Zinn Education Project.Accessed online at https://www.zinnedproject.org/if-we-knew-our-history/downplaying-deportations.

Resource List

• Dream Action Coalition: https://www.drmactioncoalition.org/
• National Immigrant Youth Alliance:https://theniya.org/
• National Immigration Law Center https://www.nilc.org/
• Not One More: http://www.notonemoredeportation.com/
• DREAM Activists: https://dreamactivist.org/
• Equal Justice Initiative: https://eji.org/
• Youth Rise: https://youthrise.org/
• The Immigrant Learning Center: https://www.ilctr.org/

Standards

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects

RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

W.9--10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.

SL.11--12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 11-12 topics, texts and issues, building on others' ideas and expressing their own clearly and persuasively.

SL.11--12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SL.11--12.3 Evaluate a speaker's point of view, reasoning and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis and tone used.

Social-Emotional Learning: Core SEL Competencies

• Self-awareness: Accurately recognize one’s own emotions, thoughts, and values and how they influence behavior.
• Social awareness: Take the perspective of and empathize with others, including those from diverse backgrounds and cultures.
• Responsible Decision Making: Realistically evaluate consequences of various actions, and consider the wellbeing of oneself and others.