Immigrant Stories in Popular Culture

Immigrant stories are common in popular culture, whether talking about film, television, theater, or other media. Share with students an example of the portrayal of immigrants from popular culture and have students do a close reading of the example. This exercise may lead to some in-depth discussion about who tells the stories, how immigrants are portrayed, and other issues of how pop culture “others” people. Some choices that would be interesting for analysis:

• “Immigrants (We Get the Job Done)” from Hamilton Mixtape (Content warning)

• “A Shtetl iz Amerika” from Ragtime

• “The Immigrant” by Merle Haggard

• West Side Story

• Kim’s Convenience

• In the Heights

• The Joy Luck Club

• Pancho Rabbit and the Coyote: A Migrant’s Tale

American Immigration Laws and History

The history of immigration in the U.S. is complex and our PlayGuide only scratches the surface of this story. Have students read the timeline in the PlayGuide. Each student should choose one item on the timeline to look at more closely. Depending on where on the timeline their item falls, there may be many resources about their chosen topic, or not as many. Once students have completed their deeper dive into their assigned event, have them create an oral (and perhaps visual) presentation about the historical event or policy. If they find any primary source accounts from those impacted by the event, they should also share those with the class.

Advocating for Immigrants

Have students work in small groups to plan service projects that could help immigrants or refugees first arriving in Milwaukee. Their projects could also lean more towards advocacy and protest to promote changes or progress in immigration law. Once student groups have decided on their ideas, they should develop a step-by-step plan for implementation. If possible, students should then implement their plans, perhaps reaching out to local nonprofits in the process. Some ideas for projects to get them started: clothing or furniture drives for refugee resettlement, English language help or tutoring, bi-lingual picture book drives for local libraries and schools, creating a social opportunity or group for peers who are new to Milwaukee, etc.

CCSS.ELA-LITERACY.W.9-10.2: 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.

CCSS.ELA-LITERACY.W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-LITERACY.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

CCSS.ELA-LITERACY.W.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-LITERACY.W.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

CCSS.ELA-LITERACY.SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

WI TP.R.12.h: View Performance: Demonstrate developmentally appropriate audience etiquette at a professional performance.

WI SEL 5.9-10 Social Awareness: Learners will be able to demonstrate empathy to others who have different views and beliefs.

WI SEL 9.9-10 Social Awareness/Self Awareness: Learners will be able to reflect on their own beliefs relative to different familial and societal norms.

WI SEL 13.9-10 Social Awareness: Learners will be able to support the rights of individuals to reflect their family, culture, and community within the school setting.

WI SEL 24.9-10 Decision Making/Social Awareness/Relationship

Skills: Learners will be able to independently create an action plan that addresses real needs in the classroom, school, and community.

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For questions or to schedule a workshop, please contact: Ro Spice-Kopischke, Education Coordinator at rspice-kopischke@milwaukeerep.com or 414-290-5393

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