[AAACE-NLA] Moral Principles
Merle Ayres
merleayres at hotmail.com
Wed May 9 20:45:29 EDT 2007
I guess I would like to use the term undocumented. Without proper papers or
correct papers. A move to get proper documentation. This may take a long
time to do.
One viewpoint was a family from Mexico coming to the states so their twin 13
yr old daughters could have a better chance to excel in gymnastics. This I
witnessed at a church meeting. Or just recently a pro soccor player leaving
England to come to the states for better opportunity to get to the finals.
President Bush wants a guest worker program working to become a citizen.
The first 12 million we can handle but the next 12 million may present
problems. So as John Mc Cain says close the border and fine the ones here.
National Identification may be a way but that would lead into everyone
having a national ID and that I don't like at all. We have enough
documentation as is. As an ESL promoter in my church it is daunting to hear
all the negatives but I think it needs to be debated and I welcome all
viewpoints.
Merle Ayres
412 8th st. North
Humboldt,Iowa 50548
Tel.1-515-332-4630
Fax 515-332-1738
>From: Andrea Wilder <andreawilder at comcast.net>
>Reply-To: National Literacy Advocacy List sponsored by
>AAACE<aaace-nla at lists.literacytent.org>
>To: National Literacy Advocacy List sponsored by
>AAACE<aaace-nla at lists.literacytent.org>
>Subject: Re: [AAACE-NLA] Moral Principles
>Date: Tue, 8 May 2007 16:15:25 -0400
>
>Andres--
>
>Illegal immigrants. So you don't want aliens? Neither do I.
>Suggestions?
>
>And how about the questions I asked? Any answers from you?
>
>TNX!
>
>Andrea
>
>On May 8, 2007, at 11:48 AM, andresmuro at aol.com wrote:
>
>>Andrea:
>>
>> Who are the illegals?
>>
>> Do you mean Paris Hilton?
>>
>> oh no, may be you meant Alberto Gonzalez?
>>
>> Andres
>>
>>Please take a look at my artwork: www.geocities.com/andresmuro/art.html
>>
>> -----Original Message-----
>> From: andreawilder at comcast.net
>> To: aaace-nla at lists.literacytent.org
>> Sent: Tue, 8 May 2007 7:42 AM
>> Subject: Re: [AAACE-NLA] Moral Principles
>>
>>Colleagues:
>>
>>There MAY BE a moral choice here for the illegals--that of saving a
>>life. There is a famous moral dilemma, posited by Kohlberg and
>>Gilligan, "Heinz Dilemma." In it, Heinz is given the choice of
>>breaking into a drugstore to steal a drug that may save his wife's
>>life, or just letting her die. To me, it's obvious, Heinz breaks into
>> the drugstore to steal the drug. Different religions have different
>>positions on moral choices and how they are framed. There is an
>>article in today's NYTimes about Evangelical Christians trying to
>>construct better practices, behaviors, towards illegals. So that is a
>>conscious moral choice, applicable in some situations, it seems to me.
>>
>>The other moral choice, the emotional kind, is embodied in the mother
>>who will defend her children against all aggressors. That seems to e
>>instinctual,and it seems to come into play a couple of days after
>>birth.
>>
>>Since I am a woman, I don't know what many men know, I assume, and that
>>is the strength of caring of men for their children. Will someone take
>>that view?
>>
>>Andrea
>>
>>
>>
>>
>>On May 7, 2007, at 4:06 PM, Kaizen Program wrote:
>>
>> > All,
>> >
>> > As educators, first and foremost, I think we need to ask whether we
>> > should
>> > be involved in law enforcement or policing in any way. Should we
>> > require all
>> > students to have identity and character checks before entering classes
>> > or
>> > being taught on an individual basis? Should we only require some
>> > students to
>> > have identity and character checks? Which ones, and on what basis? How
>> > might
>> > such checks impact the teaching and learning environment? Might they
>> > violate
>> > the students' human rights in some way?
>> >
>> > As members of civil society, we and our students also need to ask
>> > whether
>> > there are differences between civil laws and criminal laws that should
>> > be
>> > taken into account. Right now immigration laws are civil laws. They
>> > are not
>> > criminal laws. Is there any legal and/or moral difference between
>> > violating
>> > one kind of law and another kind of law? For example, is there any
>> > difference between violating the following kinds of laws?:
>> > * laws against crossing borders without government permission,
>> > * laws against residing and working in the U.S. without legal
>> > permission,
>> > * laws against blocking people from entering medical facilities where
>> > they
>> > might receive medical treatments which are legal because protestors
>> > suspect
>> > that the people being blocked will be receiving medical treatments
>> > that the
>> > protestors disagree with,
>> > * laws against bombing health clinics or killing doctors who provide
>> > medical
>> > treatments that are recognized as legal but perpetrators of the
>> > violence
>> > disagree with?
>> >
>> > As residents of the U.S., we and our students also need to ask whether
>> > U.S.
>> > government policies have contributed to the social and political
>> > conditions
>> > that might be driving immigrants and refugees out of their countries
>>of
>> > origin. What affect have free trade agreements or secret dirty wars or
>> > open
>> > wars had on the ability of ordinary people to survive in their
>> > countries of
>> > origin?
>> >
>> > As immigrants or refugees ourselves or the descendants of immigrants
>> > or
>> > refugees or slaves, we need to ask whether some people should be
>> > judged as
>> > more worthy to settle north of the U.S.-Mexican border than others,
>>and
>> > whether the descendants of native peoples who live on the southern
>> > side of
>> > the border
>> > have less of a right to move to U.S. territory than some people from
>> > western
>> > Europe or
>> > other places half way around the
>> > world.
>> >
>> > THE WORLD FACTBOOK 1994, not exactly a liberal source, lists the
>>ethnic
>> > breakdown of the Mexican population as:
>> > mestizo (Indian-Spanish) 60%, Amerindian or predominantly Amerindian
>> > 30%,
>> > Caucasian or predominantly Caucasian 9%, other 1%.
>> >
>> > As teachers and learners we also need to decide whether we can
>> > entertain the
>> > possibility and legitimacy of
>> > a sphere of political decision-making that accords a prominent role to
>> > dialogue and debate. Can we act in ways that affirm the value of the
>> > process of constructive engagement and consideration of many
>> > viewpoints?
>> >
>> > Sylvie Kashdan, M.A.
>> > Instructor/Curriculum Coordinator
>> > KAIZEN PROGRAM for New English Learners with Visual Limitations
>> > 810-A Hiawatha Place South
>> > Seattle, WA 98144, U.S.A.
>> > phone: (206) 784-5619
>> > email: kaizen at literacyworks.org
>> > web: http://www.nwlincs.org/kaizen/
>> >
>> > From: "Terry Said" <said at ameritech.net>
>> > To: "National Literacy Advocacy List sponsored by AAACE"
>> > <aaace-nla at lists.literacytent.org>
>> > Sent: Sunday, May 06, 2007 10:44 AM
>> > Subject: Re: [AAACE-NLA] Immigrants and the Law
>> >
>> > My advanced community college ESL students have been
>> > working on an argumentative essay debating whether or
>> > not to build a wall between the United States and
>> > Mexico. Some are for the wall, some not. But one of my
>> > students started her essay with an intriguing hook:
>> > Why can't I have a good job and a better life just
>> > because I live on the other side of a line? By the way
>> > this student is from Iraq, not Mexico. But all our
>> > arguments about immigration really boils down to this
>> > question, doesn't it?
>> >
>> > Terry Pruett-Said
>> > ESL instructor
>> > Michigan
>> >
>> >
>> >
>> >
>> >
>> > From: "Catherine B. King" <cb.king at verizon.net>
>> > To: "National Literacy Advocacy List sponsored by AAACE"
>> > <aaace-nla at lists.literacytent.org>
>> > Sent: Saturday, May 05, 2007 12:22 PM
>> > Subject: Re: [AAACE-NLA] AAACE-NLA Digest, Vol 48, Issue 5
>> >
>> >
>> > Hello LInda and Kearney:
>> >
>> > I haven't been able to peruse all of the notes here YET--swamped at
>>the
>> > moment-
>> > and forgive if I am repeating something already said--but the
>> > development of
>> > thought for breaking the law where a law is considered a badly formed,
>> > outdated,
>> > or unjust, can be found in the literature surrounding civil
>> > disobedience--
>> > thought which goes back to Thoreau, Ghandi, Martin Luther King, Jr.,
>> > and
>> > many, many others who have a social conscience. It's also implied in
>> > our
>> > own
>> > Declaration of Independence and developed thoughtfully by
>>deTocqueville
>> > in his Democracy in America.
>> >
>> > Some of the rules surrounding such law-breaking are demanding--as I
>> > remember,
>> > we can break **A** law; but we cannot question **THE** law or the idea
>> > of
>> > the **RULE of law.**
>> >
>> > We do so by breaking the law publicly, and with full disclosure of why
>> > we
>> > are
>> > breaking it; we do so without receiving any personal gain from doing
>> > so; and
>> > we then must submit ourselves to the RULE OF LAW, which means we put
>> > our hands behind our backs and allow ourselves to be marched to jail.
>> >
>> > So we break *A* law, but do not break *THE RULE OF LAW* as the ideal
>> > that we all live by. Being able to break single unjust laws, without
>> > breaking
>> > the rule of law enables that same rule of law to be a living thing.
>> >
>> > I will peruse the current dlalogue later (I'm swamped right now with
>> > classes) and look forward to doing so. But I thought the above might
>> > help
>> > since it seems to be a topic of conversation right now. I'm sure you
>> > will
>> > find
>> > references to "civil disobedience" on the web.
>> >
>> > Catherine King
>> >
>> >
>> > ----- Original Message -----
>> > From: Linda Hoover
>> > To: National Literacy Advocacy List sponsored by AAACE
>> > Sent: Friday, May 04, 2007 10:33 AM
>> > Subject: Re: [AAACE-NLA] AAACE-NLA Digest, Vol 48, Issue 5
>> >
>> >
>> > Jenny's interpretation is correct. Thank you Jenny.
>> > Linda Hoover
>> > ----- Original Message -----
>> > From: Jenny Sandlin
>> > To: National Literacy Advocacy List sponsored by AAACE
>> > Sent: Thursday, May 03, 2007 5:41 PM
>> > Subject: Re: [AAACE-NLA] AAACE-NLA Digest, Vol 48, Issue 5
>> >
>> >
>> > Kearney,
>> >
>> >
>> > You have completely misinterpreted Linda's point. Her point is
>> > that laws
>> > are created by humans, and are therefore NOT infallible. Perhaps
>> > current
>> > immigration laws need to be challenged, to be BROKEN. Just because a
>> > law is
>> > in place, this does not mean that law should be followed. Sometimes it
>> > is
>> > quite justifiable, on ethical, moral, social justice, and humanitarian
>> > grounds, to BREAK laws. THAT was the point.
>> >
>> >
>> > Jenny
>> >
>> >
>> > Jennifer A. Sandlin
>> > Assistant Professor
>> > Department of Educational Administration and Human Resource
>> > Development
>> > MS 4226
>> > Texas A&M University
>> > College Station, TX 77843-4226
>> > 979.458.0508 (work)
>> > jsandlin at coe.tamu.edu
>> >
>> >
>> >
>> >
>> >
>> >
>> >
>> >
>> >
>> >
>> > On May 3, 2007, at 2:40 PM, Kearney Lykins wrote:
>> >
>> >
>> > Linda,
>> >
>> > It is refreshing to see that someone out there (besides me)
>> > acknowledges that the immigration debate is centered on law-breaking,
>> > and
>> > what to do about it. This is a positive step forward.
>> >
>> > Kearney
>> >
>> >
>> >
>> >
>> >
>> >
>> >
>> > ----- Original Message ----
>> > From: "aaace-nla-request at lists.literacytent.org"
>> > <aaace-nla-request at lists.literacytent.org>
>> > To: aaace-nla at lists.literacytent.org
>> > Sent: Thursday, May 3, 2007 2:16:35 PM
>> > Subject: AAACE-NLA Digest, Vol 48, Issue 5
>> >
>> >
>> > Send AAACE-NLA mailing list submissions to
>> > aaace-nla at lists.literacytent.org
>> >
>> > To subscribe or unsubscribe via the World Wide Web, visit
>> > http://lists.literacytent.org/mailman/listinfo/aaace-nla
>> > or, via email, send a message with subject or body 'help' to
>> > aaace-nla-request at lists.literacytent.org
>> >
>> > You can reach the person managing the list at
>> > aaace-nla-owner at lists.literacytent.org
>> >
>> > When replying, please edit your Subject line so it is more
>> > specific
>> > than "Re: Contents of AAACE-NLA digest..."
>> >
>> >
>> > Today's Topics:
>> >
>> > 1. Re: Where's the teaching? (Linda Hoover)
>> >
>> >
>> >
>> > ----------------------------------------------------------------------
>> >
>> > Message: 1
>> > Date: Thu, 3 May 2007 08:20:56 -0500
>> > From: "Linda Hoover" <linda.hoover at lnbcc.org>
>> > Subject: Re: [AAACE-NLA] Where's the teaching?
>> > To: "National Literacy Advocacy List sponsored by AAACE"
>> > <aaace-nla at lists.literacytent.org>
>> > Message-ID: <000d01c78d85$e3d321a0$1901a8c0 at HP14185208081>
>> > Content-Type: text/plain; charset="iso-8859-1"
>> >
>> > All,
>> > Might we remember that, in the United States, it was once
>> > illegal for
>> > slaves to be taught to read and for Japanese to expect to live outside
>> > of an
>> > internment camp. Laws are a creation of human beings. Should slaves
>> > not
>> > have had the opportunity to read until after the the Civil War or
>>might
>> > breaking an unjust law sometimes be the ethnical thing to do?
>> > Linda Hoover
>> > Minneapolis
>> > ----- Original Message -----
>> > From: Kearney Lykins
>> > To: aaace-nla at lists.literacytent.org
>> > Sent: Wednesday, May 02, 2007 4:45 PM
>> > Subject: Re: [AAACE-NLA] Where's the teaching?
>> >
>> >
>> > All,
>> >
>> > The subject line of the Ms. Kashdan's post is spectacularly
>> > misleading. The website she recommends ( http://www.nycore.org/ ) has
>> > nothing to do with teaching, but everything to do with promoting
>> > leftist
>> > propaganda, on the tax-payers dime. As the homepage of "New York
>> > Collective
>> > of Radical Educators", it is a cookbook for extreme extra-pedagogical
>> > techniques, centered on brainwashing young minds about assorted fringe
>> > agenda items like:
>> >
>> > 1. the "hidden evils" of service on the U. S. Military
>> > 2. how testing creates "an oppressive and ineffective
>> > experience
>> > for students"
>> > 3. advocating social promotion of 7th graders
>> >
>> > The material recommended by Ms. Kashdan is not at all
>> > surprising
>> > considering the content of the addendum to her post. Note her attempt
>> > to
>> > change the terms of the illegal immigration debate, by equating the
>> > opposition's term, "illegal alien" with "illegal human." This sort of
>> > tactic gets us nowhere because it promotes a rhetorical environment in
>> > which
>> > adversaries talk past one another. I do not side with those who
>> > marched in
>> > the streets (and apparently straight out of Ms. Kashdan's recommended
>> > activist classrooms) because I generally oppose illegal actions.
>> > Indeed, the
>> > humans that cross our border without permission have broken U.S. law,
>> > and
>> > because they have decided to do so, their alien status is in fact
>> > illegal.
>> >
>> > Anyway, I searched her post and links for any materials or
>> > resources
>> > related to "teaching about immigration" and found none.
>> >
>> >
>> > Kearney Lykins
>> >
>> > ESOL Teacher
>> > Virginia Beach, VA
>> >
>> >
>> >
>> >
>> >
>> >
>> >
>> >
>> > ----- Original Message ----
>> > From: "aaace-nla-request at lists.literacytent.org"
>> > <aaace-nla-request at lists.literacytent.org>
>> > To: aaace-nla at lists.literacytent.org
>> > Sent: Wednesday, May 2, 2007 12:00:03 PM
>> > Subject: AAACE-NLA Digest, Vol 48, Issue 1
>> >
>> >
>> > Send AAACE-NLA mailing list submissions to
>> > aaace-nla at lists.literacytent.org
>> >
>> > To subscribe or unsubscribe via the World Wide Web, visit
>> > http://lists.literacytent.org/mailman/listinfo/aaace-nla
>> > or, via email, send a message with subject or body 'help' to
>> > aaace-nla-request at lists.literacytent.org
>> >
>> > You can reach the person managing the list at
>> > aaace-nla-owner at lists.literacytent.org
>> >
>> > When replying, please edit your Subject line so it is more
>> > specific
>> > than "Re: Contents of AAACE-NLA digest..."
>> >
>> >
>> > Today's Topics:
>> >
>> > 1. teaching about immigration (Kaizen Program)
>> >
>> >
>> >
>> > --------------------------------------------------------------------
>> > --
>> >
>> > Message: 1
>> > Date: Tue, 1 May 2007 10:45:19 -0700
>> > From: "Kaizen Program" <kaizen at literacyworks.org>
>> > Subject: [AAACE-NLA] teaching about immigration
>> > To: "National Literacy Advocacy List sponsored by AAACE"
>> > <aaace-nla at lists.literacytent.org>
>> > Message-ID: <002901c78c18$7d2aa900$7100a8c0 at Cablespeed>
>> > Content-Type: text/plain; charset="UTF-8"
>> >
>> > Greetings all,
>> >
>> > The below teaching guide on the issue of immigration is highly
>> > relevant for
>> > teachers who work with adults as well as those who work with
>> > children. It
>> > contains reference to many useful resources. Although there
>>are
>> > quite a few
>> > that are primarily related to activities in the New York City
>> > area,
>> > many of
>> > the resources also contain information that is useful for
>> > teachers
>> > and
>> > students nationwide.
>> >
>> > Much of the information can be of great use to teachers of
>> > beginning
>> > English
>> > language learners even though it will not be appropriate for
>> > using
>> > with such
>> > students directly. And some of the resources can be used
>> > directly
>> > with
>> > intermediate and advanced new English learners too.
>> >
>> > Although this guide was put together last year, it is still
>> > definitely
>> > relevant!
>> >
>> > Because the teacher's guide is available for downloading in MS
>> > Word
>> > format
>> > as well as PDF format, it is fully accessible to educators and
>> > students who
>> > are blind or visually impaired or need to use computer screen
>> > readers and
>> > synthesized speech for other reasons. And, many of the
>> > resources
>> > referenced
>> > are also accessible to those using screen readers and
>> > synthesized
>> > speech.
>> >
>> > So, if you have not already checked it out, I hope you do
>>soon.
>> >
>> > Sylvie Kashdan, M.A.
>> > Instructor/Curriculum Coordinator
>> > KAIZEN PROGRAM for New English Learners with Visual
>>Limitations
>> > 810-A Hiawatha Place South
>> > Seattle, WA 98144, U.S.A.
>> > phone: (206) 784-5619
>> > email: kaizen at literacyworks.org
>> > web: http://www.nwlincs.org/kaizen/
>> >
>> > ----- Original Message -----
>> > From: "bree" <breebree at mindspring.com>
>> > To: <nycoreUpdates at yahoogroups.com>
>> > Sent: Monday, April 30, 2007 7:59 PM
>> > Subject: [NYCoRE] TEACHERS: SUPPORT MAY 1st WALKOUTS
>> >
>> >
>> > For any educators looking for resources to support student
>> > immigration walkouts, the NYCoRE curriculum "NO HUMAN IS
>> > ILLEGAL" is
>> > available as a free download at http://www.nycore.org/
>> > immigrantrights.html.
>> >
>> > This curriculum was created last year as a response to student
>> > organizing efforts. The information on the protest and
>> > walkouts are
>> > dated, but the curricular resources are still very usable.
>> >
>> > ?
>> > 1) The No Human Is Illegal Resource Guide: This guide is for
>> > educators to take on the important issues that teachers and
>> > students
>> > have been tackling in their activism INSIDE the classroom. We
>> > must
>> > not let our sense of civic duty to engage these critical
>>issues
>> > begin
>> > once the school day is over?we must weave them into our
>> > teaching and
>> > learning. This resource can be best utilized online as a web
>> > resource. The links and topics will be relevant long past the
>> > next
>> > few marches and protests. It is organized into the following
>> > three
>> > sections and we encourage teachers to join us in fulfilling
>> > each
>> > goal:
>> > Let us join voices as teachers, students, and community
>> > members to
>> > oppose this anti-immigrant, anti-human legislation! As
>> > teachers we
>> > can do so in the classroom and in the streets!
>> > For questions about the demonstration:
>> >
>> > info at nycore.org
>> >
>> > Download No Human is Illegal - Click here for PDF or Word Doc
>> >
>> > --------------------------------------------------------------------
>> > ----
>> > ---
>> >
>> > No Human is Illegal!
>> >
>> > HR 4437, the controversial immigration bill that has been
>>hotly
>> > contested by Congressman and the American public alike?is
>> > affecting
>> > students? lives all across the nation. Whether they are
>> > marching in
>> > protest or conversing with friends, we have seen students
>> > taking
>> > center stage during the debates over the status of immigrants
>> > in
>> > this
>> > country. How can educators engage their students in these
>> > critical
>> > issues in the classroom? How can we serve as the liaison
>> > between
>> > students and the mixed messages the media and politicians are
>> > sending? Most importantly, how can we support our students?
>> > initiative to make their voices heard locally and nationally?
>> > The
>> > debate over immigrant rights in the United States, the
>>supposed
>> > ?land of the free and home of the brave?, will continue to
>> > increase in intensity and will peak on May 1st ? with the
>>Great
>> > American Boycott. We offer this curricular resource to
>> > educators, as
>> > a guide to discussing the complex issues surrounding the
>> > immigration
>> > debate and the decision to protest with their students. The
>> > topics
>> > touched on in this guide and in the debate at large, touch on
>> > economic, historic, political, national, and emotional themes.
>> > We
>> > encourage and support educators everywhere to have the courage
>> > to
>> > bring these concepts from the streets into the classroom and
>> > then
>> > back onto the streets?united as teacher and student activists
>> > in the
>> > struggle for human rights for all humans? because, no human is
>> > illegal!
>> >
>> > ?Ning?n Ser Humano es Ilegal!
>> >
>> > HR 4437, el proyecto de ley sobre la inmigraci?n que ha sido
>> > debatido
>> > furiosamente tanto por miembros del Congreso como el p?blico
>> > Americano?est? afectando la vida de estudiantes por todas
>> > partes de
>> > la naci?n. Ya sea en manifestaciones o conversaciones con
>> > amigos,
>> > hemos visto estudiantes ubic?ndose en el medio del debate
>> > acerca del
>> > estatus de inmigrantes en este pa?s. ?C?mo es que educadores
>> > puedan
>> > envolver sus estudiantes en estos temas cr?ticos dentro del
>> > sal?n de
>> > clase? ?C?mo podemos ser un fuerte vinculo entre nuestros
>> > estudiantes y los mensajes confusos que emiten los pol?ticos y
>> > los
>> > medios de comunicaci?n? Y aun m?s importante, ?c?mo podemos
>> > apoyar
>> > iniciativas estudiantiles de levantar sus voces localmente y a
>> > escala
>> > nacional? El debate sobre los derechos de inmigrantes en los
>> > Estados
>> > Unidos, la supuesta ?tierra de los libres, y hogar de los
>> > valientes?, continuar? a crecer y tendr? su cima el 1 de mayo?
>> > con el Gran Paro Americano. Ofrecemos este recurso curricular
>>a
>> > educadores como gu?a para di?logos sobre estos temas
>> > complicados
>> > trat?ndose del debate sobre la inmigraci?n y la decisi?n de
>> > manifestar sobre ellos. Los temas incluidos en este gu?a en el
>> > debate
>> > nacional incluyen temas de la econom?a, historia, pol?tica,
>> > naci?n,
>> > u emoci?n?animamos y apoyamos educadores en todas partes que
>> > traigan estos temas de la calle al sal?n?unidos como
>>activistas
>> > educadores y estudiantiles en la lucha para derechos humanos
>> > para
>> > todos los humanos?porque, ?ning?n ser humano es ilegal!
>> >
>> >
>> >
>> >
>> >
>> >
>> >
>> > --------------------------------------------------------------------
>> > --------
>> > ----
>> >
>> >
>> > For any educators looking for resources to support student
>> > immigration
>> > walkouts, the NYCoRE curriculum "NO HUMAN IS ILLEGAL" is
>> > available
>> > as a free
>> > download at http://www.nycore.org/immigrantrights.html.
>> >
>> >
>> > This curriculum was created last year as a response to student
>> > organizing
>> > efforts. The information on the protest and walkouts are
>> > dated, but
>> > the
>> > curricular resources are still very usable.
>> >
>> >
>> >
>> >
>> >
>> > 1) The No Human Is Illegal Resource Guide: This guide is for
>> > educators to
>> > take on the important issues that teachers and students have
>> > been
>> > tackling
>> > in their activism INSIDE the classroom. We must not let our
>> > sense of
>> > civic
>> > duty to engage these critical issues begin once the school day
>> > is
>> > over?we
>> > must weave them into our teaching and learning. This resource
>> > can be
>> > best
>> > utilized online as a web resource. The links and topics will
>>be
>> > relevant
>> > long past the next few marches and protests. It is organized
>> > into th
>> > e
>> > following three sections and we encourage teachers to join us
>> > in
>> > fulfilling
>> > each goal:
>> > Let us join voices as teachers, students, and community
>> > members to
>> > oppose
>> > this anti-immigrant, anti-human legislation! As teachers we
>> > can do
>> > so in the
>> > classroom and in the streets!
>> > For questions about the demonstration:
>> >
>> >
>> > info at nycore.org
>> >
>> > Download No Human is Illegal - Click here for PDF or Word Doc
>> >
>> > --------------------------------------------------------------------
>> > -------
>> >
>> > No Human is Illegal!
>> >
>> > HR 4437, the controversial immigration bill that has been
>>hotly
>> > contested by
>> > Congressman and the American public alike?is affecting
>> > students?
>> > lives all
>> > across the nation. Whether they are marching in protest or
>> > conversing with
>> > friends, we have seen students taking center stage during the
>> > debates over
>> > the status of immigrants in this country. How can educators
>> > engage
>> > their
>> > students in these critical issues in the classroom? How can we
>> > serve
>> > as the
>> > liaison between students and the mixed messages the media and
>> > politicians
>> > are sending? Most importantly, how can we support our
>>students?
>> > initiative
>> > to make their voices heard locally and nationally? The debate
>> > over
>> > immigrant
>> > rights in the United States, the supposed ?land of the free
>> > and home
>> > of the
>> > brave?, will continue to increase in intensity and will peak
>> > on May
>> > 1st ?
>> > with the Great American Boycott. We offer this curricular
>> > resource
>> > to
>> > educators, as a guide to discussing the complex issues
>> > surrounding
>> > the
>> > immigration debate and the decision to protest with their
>> > students.
>> > The
>> > topics touched on in this guide and in the debate at large,
>> > touch on
>> > economic, historic, political, national, and emotional themes.
>> > We
>> > encourage
>> > and support educators everywhere to have the courage to bring
>> > these
>> > concepts
>> > from the streets into the classroom and then back onto the
>> > streets?united as
>> > teacher and student activists in the struggle for human rights
>> > for
>> > all
>> > humans? because, no human is illegal!
>> >
>> > ?Ning?n Ser Humano es Ilegal!
>> >
>> > HR 4437, el proyecto de ley sobre la inmigraci?n que ha sido
>> > debatido
>> > furiosamente tanto por miembros del Congreso como el p?blico
>> > Americano?est?
>> > afectando la vida de estudiantes por todas partes de la
>> > naci?n. Ya
>> > sea en
>> > manifestaciones o conversaciones con amigos, hemos visto
>> > estudiantes
>> > ubic?ndose en el medio del debate acerca del estatus de
>> > inmigrantes
>> > en este
>> > pa?s. ?C?mo es que educadores puedan envolver sus estudiantes
>> > en
>> > estos temas
>> > cr?ticos dentro del sal?n de clase? ?C?mo podemos ser un
>>fuerte
>> > vinculo
>> > entre nuestros estudiantes y los mensajes confusos que emiten
>> > los
>> > pol?ticos
>> > y los medios de comunicaci?n? Y aun m?s importante, ?c?mo
>> > podemos
>> > apoyar
>> > iniciativas estudiantiles de levantar sus voces localmente y a
>> > escala
>> > nacional? El debate sobre los derechos de inmigrantes en los
>> > Estados
>> > Unidos,
>> > la supuesta ?tierra de los libres, y hogar de los valientes?,
>> > continuar? a
>> > crecer y tendr? su cima el 1 de mayo?con el Gran Paro
>> > Americano.
>> > Ofrecemos
>> > este recurso curricular a educadores como gu?a para di?logos
>> > sobre
>> > estos
>> > temas complicados trat?ndose del debate sobre la inmigraci?n y
>> > la
>> > decisi?n
>> > de manifestar sobre ellos. Los temas incluidos en este gu?a en
>> > el
>> > debate
>> > nacional incluyen temas de la econom?a, historia, pol?tica,
>> > naci?n,
>> > u
>> > emoci?n?animamos y apoyamos educadores en todas partes que
>> > traigan
>> > estos
>> > temas de la calle al sal?n?unidos como activistas educadores y
>> > estudiantiles
>> > en la lucha para derechos humanos para todos los
>> > humanos?porque,
>> > ?ning?n ser
>> > humano es ilegal!
>> >
>> >
>> >
>> >
>> >
>> >
>> >
>> > ------------------------------
>> >
>> > _______________________________________________
>> > AAACE-NLA mailing list
>> > AAACE-NLA at lists.literacytent.org
>> > http://lists.literacytent.org/mailman/listinfo/aaace-nla
>> >
>> >
>> > End of AAACE-NLA Digest, Vol 48, Issue 1
>> > ****************************************
>> >
>> >
>> >
>> >
>> >
>> >
>> > ----------------------------------------------------------------------
>> > --------
>> > Ahhh...imagining that irresistible "new car" smell?
>> > Check out new cars at Yahoo! Autos.
>> >
>> >
>> >
>> > ----------------------------------------------------------------------
>> > --------
>> >
>> >
>> > _______________________________________________
>> > AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
>> > http://lists.literacytent.org/mailman/listinfo/aaace-nla
>> > LiteracyTent: web hosting, news, community and goodies for
>> > literacy
>> > http://literacytent.org
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>> >
>> > ------------------------------
>> >
>> > _______________________________________________
>> > AAACE-NLA mailing list
>> > AAACE-NLA at lists.literacytent.org
>> > http://lists.literacytent.org/mailman/listinfo/aaace-nla
>> >
>> >
>> > End of AAACE-NLA Digest, Vol 48, Issue 5
>> > ****************************************
>> >
>> >
>> >
>> >
>> >
>> >
>>-----------------------------------------------------------------------
>> > ---
>> > Ahhh...imagining that irresistible "new car" smell?
>> > Check out new cars at Yahoo! Autos.
>> > _______________________________________________
>> > AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
>> > http://lists.literacytent.org/mailman/listinfo/aaace-nla
>> > LiteracyTent: web hosting, news, community and goodies for
>> > literacy
>> > http://literacytent.org
>> >
>> >
>> >
>> >
>> >
>>-----------------------------------------------------------------------
>> > -----
>> >
>> >
>> > _______________________________________________
>> > AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
>> > http://lists.literacytent.org/mailman/listinfo/aaace-nla
>> > LiteracyTent: web hosting, news, community and goodies for
>>literacy
>> > http://literacytent.org
>> >
>> >
>> >
>> >
>>-----------------------------------------------------------------------
>> > -----
>> > --
>> >
>> >
>> > _______________________________________________
>> > AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
>> > http://lists.literacytent.org/mailman/listinfo/aaace-nla
>> > LiteracyTent: web hosting, news, community and goodies for literacy
>> > http://literacytent.org
>> >
>> >
>> >
>> >
>>-----------------------------------------------------------------------
>> > -----
>> > ----
>> >
>> >
>> > _______________________________________________
>> > AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
>> > http://lists.literacytent.org/mailman/listinfo/aaace-nla
>> > LiteracyTent: web hosting, news, community and goodies for literacy
>> > http://literacytent.org
>> >
>> > _______________________________________________
>> > AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
>> > http://lists.literacytent.org/mailman/listinfo/aaace-nla
>> > LiteracyTent: web hosting, news, community and goodies for literacy
>> > http://literacytent.org
>> >
>>
>>_______________________________________________
>>AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
>>http://lists.literacytent.org/mailman/listinfo/aaace-nla
>>LiteracyTent: web hosting, news, community and goodies for literacy
>>http://literacytent.org
>>
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>>_______________________________________________
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>>http://lists.literacytent.org/mailman/listinfo/aaace-nla
>>LiteracyTent: web hosting, news, community and goodies for literacy
>>http://literacytent.org
>_______________________________________________
>AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
>http://lists.literacytent.org/mailman/listinfo/aaace-nla
>LiteracyTent: web hosting, news, community and goodies for literacy
>http://literacytent.org
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