The First Illegal Immigrants Cartoon Analysis Essay

 
 
Andy Singer -- The First Illegal Immigrants -- No Green Cards? No Visas? I'm Sorry ... But We Need To See Some Identification.
Digital CollectionStreetArtGraphics
TitleAndySinger-- The FirstIllegalImmigrants--NoGreenCards?NoVisas?I'mSorry... But WeNeed To SeeSomeIdentification.
CreatorAndySinger
Time Span2013
Geographic LocationCalifornia, UnitedStates
LanguageEnglish
Classgraphicarts
Typesticker
DescriptionThis cartoonis an insightfulsocialcommentary that depicts an alternativehistoricalscenario in whichNativeAmericanstreatnewlyarrivingBritishcolonists the way the UnitedStatestreatsimmigrantstoday.Uponarriving in America, the colonists(alsoreferred to as pilgrims) are asked to showidentification and are reprimanded for havingneithervisasnorgreencards."Withover11millionimmigrants in the UnitedStatesillegally(as of 2012), the issue of illegalimmigrationcontinues to divideAmericans. Somepeoplesay that illegalimmigrationbenefits the US economythroughadditionaltaxrevenue, expansion of the low-costlaborpool, and increasedmoney in circulation. They contend that immigrantsbringgoodvalues, have motivationsconsistent with the Americandream, performjobs that Americanswon'ttake, and that opposition to immigrationstems from racism. Opponents of illegalimmigrationsay that peoplewhobreak the law by crossing the US borderwithoutproperdocumentation or by overstaying their visas should be deported and not rewarded with a path to citizenship and access to socialservices. They argue that people in the countryillegally are criminals and social and economicburdens to law-abiding, tax-payingAmericans."--ProCon.orgWebsite
Subjectimmigrants;illegalaliens;emigration and immigration;imperialism;Indians of NorthAmerica;Pilgrims(NewPlymouthColony)--Massachusetts--1620;boats;plays on words;appropriation;politicalcartoons
References"AboutAndySinger:AndySingerisco-chair of the SaintPaulBicycleCoalition and a professionalcartoonist and illustrator.He's the author of fourbooksincluding his latest, 'WhyWeDrive, 'whichexaminesenvironmental, landuse and politicalissues in transportation.Youcanseemore of his cartoons at http://www.andysinger.com/ and youcanlearnmoreabout the SaintPaulBicycleCoalition at http://www.saintpaulbicyclecoalition.org/" --streetsmnwebsite;http://www.andysinger.com/index.html; ttp://www.everydaycitizen.com/2012/02/an_interview_with_cartoonist_a.html;http://immigration.procon.org/
NotesCollected at the BayAreaAnarchistBookFair in 2013."TheBayAreaAnarchistBookFairis an annualevent for peopleinterested and engaged in radicalwork to connect and learnthroughbook and informationtables, workshops, paneldiscussions, skillshares, films and more!Wecreate an inclusivespace to introducenewfolks to anarchism, fosterproductivedialoguebetweenvariouspoliticaltraditions and anarchists from differentmilieus, and create an opportunity to dissectourmovements'strengths, weaknesses, strategies, and tactics."--BayAreaAnarchistBookFairwebsiteContactUs:Youcanemail the BookFairCommittee at bayareabookfair@gmail.comFind us on Facebookat:https://www.facebook.com/BayAreaAnarchistBookFairps://bayareaanarchistbookfair.wordpress.com/
RightsPlease see http://www.stlawu.edu/gallery/copyright/.

Ohio Content Standards: Grade 10, History 9-A

Duration of Lesson: 1-2 Class Periods

Learning Objectives:

  • Students will Understand issues of Nativism and Protectionism in
    early 20th Century America.
  • Students will analyze the roots of anti-immigrant movements in
    the Post-World War One United States.
  • Students will understand the differences between capitalism and
    communism.

Summary: Using political cartoons students will
become familiar with the issues of nativism and protectionism, specifically in
regard to the era of the Red Scare.

Materials needed:

Pre-Assessment:

Terms to Know:

  • I.W.W
  • Bolshevik
  • Melting Pot

Propaganda

Communism

Instructional Steps:

  1. Divide the students into three
    topical groups. Assign each group one of the following topics: Stereotype,
    Symbol, or Caricature.
  2. Distribute copies of the
    cartoons to each member of the topical group so all cartoons are in use for
    each group. (example: Stereotype group will have all cartoons, as will Symbol,
    etc.)
  3. Distribute Cartoon Analysis
    Worksheet to each student.
  4. Students are to find examples
    of their assigned topic using each of the cartoons present in their group and
    fill in the appropriate space on the worksheet in Part I. (5-10 minutes)
  5. Students are to then arrange
    themselves in a group according to their individual cartoon, thus forming 6-8
    new groups centered on one specific cartoon.
  6. Students are to complete
    Worksheet Part II using information from other members of their group.(5-10
    minutes)
  7. Individual groups will briefly
    present analysis of their cartoon to the class (Note: an overhead copy of the
    cartoon will expedite this process)

Post-Assessment Activity: As a class, students will
answer and discuss the remaining questions (Part III) on Cartoon Analysis
Worksheet.

Extension Activities:

  • Each student will create a T-chart in which the student
    compares and contrasts immigration policies of the United States as they have developed from early America (1760) to the present. The charts should
    include open shores, quota systems, illegal immigration, and national
    origins.
  • Have students write an essay analyzing the quote from the
    Statue of Liberty in relation to the Red Scare and the immigration policy
    of the United States.
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