In this course we will examine America's love-hate relationship with its immigrant legacy. The political contradictions embodied in this policy are many. We are a nation of immigrants consistently siding with ever-stricter immigration policies, a pluralistic society that discriminates against immigrants and refugees of color, a land of liberty that bestows upon its immigrant population fewer and fewer rights and benefits. Conversely, we are a land of law that "permits" immigrants to enter the country without authorization, a sovereign country with an ever porous border.

The course will include topics about immigration and immigration policy. Substantive topics will include undocumented and legal immigration, political asylum, human rights, race, ethnicity and will address the acculturation/assimilation of immigrants residing in this country. Students will examine such values inherent in the U.S. system as equality, liberty and democracy.

In terms of immigration, examination of these values will be embodied in class discussions and readings that concern whether U.S. immigration policy more closely reflects a "melting pot" or a "tapestry of difference."

The class will focus on the students' analytical ability, their ability to think critically and to translate these mental skills into forms of verbal debate and onto the written page.

This course includes a service learning experience for all students with an optional fourth credit hour for those who wish to invest greater time and effort. The service learning component of the course (and the fourth credit option) is intended to provide an ideal opportunity for students to connect the debates and decision making processes of government to the consequences and impacts for those affected. It will enhance students' learning by providing on-site experience of the political asylum and naturalization process, two important component of immigration policy. Students will gain skills in participant observation and a "learning by doing" approach to understanding this political topic.

Course Requirements and Grading:
10% Attendance and Class Participation debates
10% Class assignments
25% Service Learning participation and Journal
15% Quizzes (in total)
10% Exam I
10% Exam II
20% Final Paper (service learning and outside research)

The paper will be about 10-12 pages in length, integrating the service learning project with one or more of the course topics.

The service learning component will apply to everyone–the fourth credit option will mean a greater commitment on the student's part (a longer paper). The three credit course will be graded fairly for all–the fourth credit will be graded separately.

Prerequisite: GO 100 or permission of Professor.

Required Texts:
Immigrant America, by Alejandro Portes and Ruben Rumbaut (Portes)
Arguing Immigration, edited by Nicolaus Mills (Mills)

Recommended:
Anatomy of a Public Policy: The Reform of Contemporary American Immigration Law, by Michael LeMay

Course Packet/Handouts

Schedule: subject to change

I. Class 1. Introduction to the Class/Expectations
The Immigration Debate: An Introduction to the Argument & Service Learning Intros.
Topics: Naturalization and Political Asylum
Assignment: Read Handout from The Atlantic Monthly

Class 2. Citizenship: How Citizenship Connects to service learning Handout Readings from AAHE series on service learning and political science.

Class 3. Student Participation in Debate.

Assignment: Portes Chapter 1 & 8

II. Class 4. Race, Gender and Ethnicity Biases in Immigration Policy

Portes Chapters 1 & 8

Class 5. Introduction to Guatemalan Asylum Service Learning Project: Guest speakers from Centro Presente

Class 6. Introduction to Naturalization Service learning Project: Guest speaker from Massachusetts Immigrant and Refugee Advocacy Coalition

Class 7. Overview of Immigration History: Waves and types of Immigration concluded:

(Read by today: Portes chpts. 1 & 2)

Quiz 1–take home–due Chapter 7, on Monday February 10). Portes discusses four types of immigrants in Chapters 1 & 2. Describe the four types & then discuss which type you feel is most likely to assimilate, and why? Define how you use the term "assimilate"(2 pp. typed).

III. Class 8. Examining Immigration Policy: Introduction to Policy Analysis

Due today: Portes, Chapter 8; Glazer, in Mills, pp 37-47; LeMay, Intro and Chapt. 1 (on reserve).

Class 9. Case Studies for Immigration Acts of 1965, 1986 and 1996. (Handouts)

Class 10. 1996 Reforms
Privacy Questions in 1996 Reform; adjustment of status and on-the-spot deportations.

Due Today: Kuttner in Mills pp. 81-84.

In class Quiz 2 on 1996 Immigration reforms

IV. Class 11. Undocumented Immigration: Debating the issues Due Today: Chavez vs Rothstein, in Mills pp 31-37; 48-66. "Crossing Borders" Chavez (handout)

Class assignment (due next class): 2 pp. Discuss Chavez vs. Rothstein. Which side do you favor and why?

Class 12. U.S. Border Patrol, human rights and individual rights at the border Due Today: class assignment; reading: Harwood & Cardenas
(handouts)

Class 13. Civil Rights Abuses at the Border
Due Today: Koulish; America's Watch; AFSC,(handouts);

Class 14. Border Militarization
(Due Today: handouts–Dunn, & discussion 1996 law)

Class 15. Immigrant Detention (handouts)

Class 16. Deportation (handouts Koulish cont. &others);
Guest Speaker: Dan Kesselbressner from the NationalImmigration Project will speak on cancellation of deportation and new detention issues

Class 17. Exam I (Take home)

V. Permanent Legal Status, Visas & Residing in the U.S.

Class 18. Asylum & Refugees:
Due Today: Conover vs. Bikales in Mills, 183-1988; 199-210.
Guest Speaker: Deborah Anker from Harvard Law School

Class 19. Asylum Policy and Law
Quiz 3-on asylum
Check in on preparation for Citizenship Day

VI. The Immigrant Experience:

Class 20. New Ethnic Communities
Due Today: Portes Chpt 2; Fukuyama in Mills pp 151-168.

Citizenship Day April 5, 1997

Class 21. Review of Citizenship Day

Class 22. Immigrants and the Economy
Due Today: Portes, Chpt 3; Return to the Border–NAFTA

Class 23 Politics of Immigrants (Portes Chpt 4)

Class 24, 25. Acculturation versus Assimilation (Portes Chpts. 5-6)

Class 26- Summation and Open: Work on Class Papers

Final Paper due Final Exam Week

I reserve the right to make revisions in the syllabus along the way. Your will receive notice of all changes.