Lesson 1
This lesson will trace the development of the category of “illegal” immigrants along the US-Mexico border. The idea of illegality and Asia “foreignness” are ones that have stayed with us. Asians are often perceived as perpetual foreigners and unassimilable into American society. This lesson will connect these ideas to the recent rise in anti-Asian violence that we have seen during COVID-19.
Decolonial Atlas
https://decolonialatlas.files.wordpress.com/2017/03/the-border-la-frontera2.png
READ:
The Birth of ‘Illegal’ Immigration
WATCH:
READ:
The Forgotten History of the Western Klan
Coronavirus fears show how ‘model minority’ Asian Americans become the ‘yellow peril’
East Asian China Doll or Dragon Lady?
‘Model Minority’ Myth Again Used As A Racial Wedge Between Asians And Blacks
Discussion Questions:
- How was racial capitalism used to exploit Asian workers?
- Asians are often seen as perpetual foreigners and unassimilable into American society. How did this affect Wong Kim Ark’s fight for citizenship? How was Wong Kim Ark able to argue for citizenship? How did birthright citizenship become a right for Americans?
- How has Chinese Exclusion contributed to the violence we see today against Asians? What specific kinds of violence do Asian women experience? How can we describe this using the concept of intersectionality?
- What stereotypes are often used against Asians? How do Asians fit into the racial hierarchy in the United States?
Lesson 2
This second lesson focuses on Mexican migration along the Southern border. Most Mexican migrants came to work on farms in California and Texas. The US even sponsored the Bracero Program with the Mexican government to attract workers. However, once political pressure mounted in the US, the government enacted a large scale deportation sting operation called Operation “W**back.” In this lesson we will examine how the categories of “illegal” and “legal” are not concrete, but depend on the political climate.
WATCH:
LISTEN:
READ:
The Largest Mass Deportation in American History
WATCH:
Discussion Questions:
- Why did the US and Mexico start the Bracero program?
- How did White supremacy (and racial capitalism) affect the way that Braceros were treated? What were some of the conditions that they lived under?
- How did “Operation W**back” contribute to the idea that Mexican immigrants are “illegal?”
- Do you think making it more difficult for Mexican migrants to enter the US after “Operation W**back” created more cases of undocumented immigrants? If the border was more fluid (it was easier for people to go back and forth) would there be less people who cross using dangerous routes?
Lesson 3
This final lesson looks at the history of Central American migration to the United States. Many Central American migrants travel through Mexico and are fleeing violence in their home countries. This lesson will explore the sources of that violence and the journey that many migrants undertake.
READ:
A Short, Brutal History of ICE
Fleeing a hell the US helped create: why Central Americans journey north
Shut Down the School of the Americas/ WHINSEC
To learn more about the history of the US imperialism in specific Central American countries you can visit this site.
WATCH:
Discussion Questions:
- How did US involvement in Central American countries contribute to the political crises in these countries? What are the conditions that immigrants are trying to escape?
- Would immigrants be able to claim political asylum without traveling to the US? Was that information you knew before? Do you think that information is clear from the way immigration is covered in the news media? Why or why not?
- What types of risks do migrants take to get to the US? Would you ever make a trip like that?
- Do you think what happens to immigrants when they are in US custody is fair? What would be a better alternative?
- What do you think of the category of “undocumented” immigrants? Do you think it should exist? What should be the criteria for someone to be allowed to immigrate to the United States?
