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MEXICAN IMMIGRATION
HIGHLIGHTS TO AMERICA.
1910
Mexican Revolution begins.
Thousands of Mexicans ee
across the border for safety.
1921
The Immigration Act of 1921
restricts the immigration of
S o u t h e r n a n d E a s t e r n
Europeans. Agriculture lobbyists
rally to block the movement to
i n c l u de Me x i c a n s i n t h e
proposition.
More than 890,000 legal Mexican
immigrants came to the United
States for refuge between 1910
and 1920. The Revolution had
created a state of turmoil to the
1924
Immigration Act of 1924 halts the
ow of other immigrant groups,
border stations are established to
formally admit Mexican workers,
and a tax is collected on each
person entering.
Also largely due to a lack of
immigration quotas, more
than 89,000 Mexicans come
into the United States on
permanent visas, making
1924 the peak year for
Mexican immigration.
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1942
The bracero program begins,
allowing Mexican nationals to
temporarily work in the United
States primarily in the
agricultural industry.
1953
Operation Wetback: The U.S.
Immigration Service deports
more than 3.8 million people of
Mexican heritage.
1965
The Immigration and
Naturalization Act of 1965 limits
immigrants into the United States.
The object of his intense border
enforcement were "illegal aliens,"
but common practice of
Operation Wetback focused on
Mexicans in general.

Historical Implications.

According to PEW-RESEARCH CENTER The United States is the top destination in the
world for those moving from one country to another. Mexico, which shares two thousand miles
border with the United States, is the origin of the largest wave of immigration in history from a
single country to the United States.

But todays quantity of immigrants, in some ways, is a return to Americas past. A century
ago, the United States experienced another large wave of immigrants. As we see in the visual
representation above people from Mexico have been immigrating to the United State as early as
1910. Although most of the immigrants at the time were from Europe and many Americans can
trace their roots to Germany, United Kingdom, Canada, Russia, Italy, etc. Mexicans were also
strongly represented. Mexico accounted for the most immigrants in just three states (Arizona,
New Mexico and Texas). by reviewing all this information we can see that that the united states
hold people from all over the world. This is a great opportunity to teach the class that
immigration it is not only happening now a days, but that immigration has been part of
Americas history from the start.


As teachers we need to be aware of our students culturally diverse background in order
to meet their academic needs. According to the Pew Hispanic Center, an average of 485,000
Hispanic immigrants arrives in the U.S. every year. Although Hispanics have experienced less
outright discrimination than African Americans, some sections of this group have lower
economic and educational skills than the rest of the population in the United States. Being a
culturally responsive teacher means to investigate the reason why some students don't do good in
class. The reasons may be different and overwhelming, but our work is to help our students to
overcome failure.


There are a number of reasons for the Hispanic immigration to the United States
however, the two major reasons are: economic opportunities and escape from political
persecution. According to the documentary Destination America people from Mexico who
entered the United States it is because they escape poverty and because they want to find a way
to make a better living for their families. It is a sad reality to see how families decide to separated
because they need the money to survive in their own country.



The first strategy that I can apply to my class is to Acknowledge there is a difference:
Were not all the same. Students learn about immigration by interviewing family and friends
who happen to be immigrants. I would ask students to interview an immigrant acquaintance and
to write a short paper discussing their interview. The assignment requires students to explore
their subjects' migration and adaptation processes and to reflect on what they learned from the
interview experience. This exercise is favorable on a number of levels. From an educational
point of view, it teaches students sociological techniques in gathering oral information, and it
supplements discussions of immigration history. Particularly for students who are children of
immigrants or immigrants themselves, it reinforces how each of their heritages is unique but also
common to the U.S. immigrant experience. And for students whose families did not immigrate
recently, it personalizes the contemporary immigrant experience and encourages exploration of
their family histories to find similar stories.

The second strategy would be to Connect with students families. In order to connect with
students families, we must think in color and outside the norm box when it comes to family
we must know the language spoken at home and ensure that all Addressing Diversity
communication is translated into the families home language. Also, schools must make an
effort to seek out parents by traditional means of communication (flyers, announcements on the
schools marquee, etc.) As a cultural responsive teacher we should be willing to connect with
families outside of the typical school day; this may mean making home visits for families who
have difficulty with transportation or child-care issues, talking to parents over the phone during
unconventional hours to accommodate the parents work schedule.

the third and last strategy would be referring to The global society must be experienced.
We live in a world where internet and technology make interaction within people all around the
world smaller. Educator should take advantage of this technology. for example we can find our
roots throughout the internet. it is a great way to see the different backgrounds. specially for
students that are born in the United States. these students can find out, if they don't know already,
exactly from where their background is. They can learn about cultures from all around the globe.

To conclude, to be a culturally responsive teacher now a days we need to learn how to
embrace, respect and tolerate all our students. it does not matter if they are Mexicans, African
American descendants, Asians, Jews, etc. They all need to respect, and most important they need
to be treat equally.