Topic: Sanctuary Cities

February 6, 2017

THE BASICS

Topic: Sanctuary Cities

Articles

·  “Texas Legislators Seek Funding Ban for ‘Sanctuary Cities’” (2/3)(ABC News)

·  “San Francisco sues Trump over sanctuary city order” (1/31) (CNBC)

·  “As major ‘sanctuary cities’ resist President Trump’s threats, Miami-Dade mayor says city will comply” (1/27) (The Washington Post)

·  “Trump says sanctuary cities are hotbeds of crime. Data says the opposite.” (1/27) (The Washington Post)

·  “What Are Sanctuary Cities and How Are They Bracing for Trump’s Proposed Immigration Crackdown?” (11/17/16) (KQED News)

Questions to Consider

·  What is a sanctuary?

·  What is a sanctuary city?

·  What is an executive order?

·  When did the Sanctuary movement begin? Why did it begin? What are the arguments supporting sanctuary cities?

·  What are the arguments opposing sanctuary cities?

·  What is ICE? https://www.ice.gov/about

·  What are the risks and benefits to cities that choose to remain sanctuary cities under President Trump?

·  Do you think that mayors have a responsibility to protect the residents of their cities even if it means defying the administration in power in Washington? Or should cities defer to federal authority? Explain your position.

http://www.morningsidecenter.org/teachable-moment/lessons/sanctuary-cities-spotlight

·  Should Sanctuary Cities Receive Federal Funding?

http://www.procon.org/headline.php?headlineID=005333

·  What does the Constitution say about Federal power to influence the behavior of cities?

·  How might the withholding of Federal funds influence the behavior of cities?

·  How is the sanctuary cities movement related to immigration policy in the United States? Can one of these issues be resolved without a decision about immigration policies?

·  Does the divide over immigration policy mirror other disagreements between red and blue states? Why might action to resolve the status of immigrants be urgent?

THE EXTRAS

Pre-teaching, Extensions & Further Reading

·  “Trump vs. San Francisco: The Stakes for Sanctuary Cities, Explained” (Hoodline)

·  “Trump’s ‘Sanctuary City’ Order Highlights Divide Between Red, Blue States” (2/2) (OPB)

·  “Sanctuary cities” (2/2) (The Monocle)

·  “Sanctuary Cities: Top 3 Pros and Cons” (Pro/Con)

Lesson Plans

·  “Sanctuary Cities in the Spotlight” (Morningside Center)

·  “Sanctuary Cities and Non-Violent Resistance” (Anti-Defamation League)

What’s the Connection?

Constitutional

·  “Are Sanctuary Cities Legal?” (opinion) (12/8/16) (Creators.com)

·  “Federalism, the Constitution, and sanctuary cities” (11/26/16) (The Washington Post)

·  “Why Trump might not stop sanctuary cities: The Constitution” (11/19/16) (CS Monitor)

Black History Month

·  “Sanctuary Cities and Sanctuary Movements” (12/6/16) (GRIID)

Oregon

·  “Oregon officials defy Trump’s vow to ‘crack down’ on sanctuary cities” (1/25) (OregonLive)

·  “What is a sanctuary city and what does it mean in Portland?” (12/2/16) (KGW)

Students

·  “Students Are Taking A Stand Against Donald Trump’s Immigration Policies On Campus” (11/16/16) (The Huffington Post)

Oregon State Social Science Standards

8.26. Examine a controversial event, issue, or problem from more than one perspective.

HS.30. Analyze the roles and activities of political parties, interest groups and mass media and how they affect the beliefs and behaviors of local, state, and national constituencies.

HS.31. Describe United States foreign policy and evaluate its impact on the United States and other countries.

HS.33. Explain the role of government in various current events.

HS.35. Examine the pluralistic realities of society (e.g., race, poverty, gender, and age), recognizing issues of equity, and evaluating need for change.

HS.59. Demonstrate the skills and dispositions needed to be a critical consumer of information.

HS.60. Analyze an event, issue, problem, or phenomenon from varied or opposing perspectives or points of view.

CCSS Anchor Standards

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

6. Assess how point of view or purpose shapes the content and style of a text.

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

We the People Lesson Connections

Middle School, Level 2

·  Unit 5, Lesson 26: How does the Constitution safeguard the right to equal protection under the law?

·  Unit 5, Lesson 27: How does the Constitution protect the right to due process of law?

High School, Level 3

·  Unit 4, Lesson 21: What is the role of Congress in American constitutional democracy?

·  Unit 4, Lesson 23: What is the role of the President in the American constitutional system?

·  Unit 6, Lesson 37: What key challenges does the United States face in the future?

·  Unit 6, Lesson 38: What are the challenges of the participation of the United States in world affairs?