“If immigrants weren’t here, businesses would close. Restaurants in the downtown skyways would close. Mall of America would have a hard time operating; factories would reduce to operations or would be forced to close. In the least damaging aspect, businesses would be unable to expand, which is what you want in a growing economy.”

~James Kielkopf, Bank Market Researcher

Goals:

• To gain an understanding of the impact September 11, 2001 has had on attitudes towards immigrants in the United States
• To gain an understanding of the impact September 11, 2001 has had on attitudes towards immigrants in Minnesota
• To learn about challenges facing immigrants since September 11,2001

Objectives:

• Students will learn about social and legal challenges facing immigrants in the United States since September 11, 2001. 
• Students will look at recent issues related to refugees and immigrants in Minnesota.
• Students will learn about bias and explore ways in which they can respond when confronted with hateful and hurtful speech or actions.
• Students will learn about the controversy surrounding government legislation in the War on Terror and its impact on Arab and Muslim communities.

Suggested resources: See list at the end of Handout #1: "Background Information for Teachers"

Time frame: Six to eight class periods

Age level: High school-adult Vocabulary: citizenship, nativist, bias, stereotype, discrimination

Relevant Subject Areas and Connection to Minnesota High School Standards: Inquiry and Research:

• Inquiry and Research:  History Through Cultures, World History and Cultures

Setting the Stage: In the previous lessons, especially Lessons Five, Six, and Eight, the class learned how immigrants can sometimes be targeted or blamed for large scale problems in a state or nation, such as the economy, living conditions, or even political problems. This lesson will examine recent issues related to immigrants, with a particular focus on Minnesota. The teacher should read Handout #1: “Post September 11 Background Information” before  teaching this lesson. You may also wish to have students read some or all of Handout #1.