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Use our interactive maps to learn where immigrant populations are concentrated in the United States by country or region of birth, or explore settlement patterns and concentration of various immigrant populations in the United States in 2010 and 2000 with static maps. To look at a map, click on its title or thumbnail.

Below are links to the maps showing the distribution by state, county, and/or metropolitan area of the foreign born overall and of the eight largest immigrant groups according to data from the 2010 American Community Survey and 2000 Census. These maps demonstrate that the immigrant populations are not evenly distributed across the United States but are concentrated in certain regions, states, and urban areas.

Due to compatibility issues, you may need to download the map to your computer in order for it to load properly. You might also need to download Adobe Acrobat Reader to view the maps. To obtain permission to reprint any of the maps, contact us at communications@migrationpolicy.org.
2010-2011 Data 2000 Data

Below are links to the maps showing the number of immigrants from various origins by U.S. county according to the results of Census 2000.
Read profiles of each of these foreign-born populations in the United States on the Migration Information Source.

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Use our interactive maps, with the latest available data, to learn where immigrant populations, by country or region of birth, are concentrated in the United States-at state, county, and metro levels. And explore settlement patterns and concentration of various immigrant populations in the United States in 2010 and 2000 with static maps.

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Parent of a U-46 Canvas user? Click on the Parent link to log in and/or create an account. For parent canvas login problems please contact canvasparenthelp@u-46.org
Click here to view Parent/Student tutorials on accessing Canvas.
Teachers and Students use your U-46 Gmail account.

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Search our school and other U-46 libraries for books, e-books, audiobooks, and more.

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Let's start with some background on Cristina Henríquez and 'The Book of Unknown Americans.' This moving novel follows two immigrant families and their experiences in Delaware. The author draws from her own family's immigration story to create this authentic narrative.

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Cristina Henríquez on the Unknown Americans Project

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Want to dig deeper into the novel? Check out these thoughtful reviews from trusted sources. They'll help you understand different perspectives on the major themes and literary elements. Remember to cite these in your research!

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Author Cristina Henriquez Shares Her ‘Book of Unknown Americans’

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People across the nation – especially here in Texas – have been riveted this past month by the crisis unfolding at the border as thousands of children…

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For reliable statistics, I recommend using the Pew Research Center's website. This will help you understand the real-world context of our novel. Remember to look at both historical and current data!

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Immigration & Migration - Research and data from the Pew Research Center

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Research and data on Immigration & Migration from the Pew Research Center

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Wikipedia Category: Immigration to the US

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Wikipedia Category: Immigration to the US

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This is a great place to brainstorm. DO NOT CITE WIKIPEDIA as it is not a credible academic source.

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From Wikipedia, the free encyclopedia

Subcategories

This category has the following 16 subcategories, out of 16 total.

Pages in category "Immigration to the United States"

The following 160 pages are in this category, out of 160 total. This list may not reflect recent changes.

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Category:Immigration to the United States - Wikipedia

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First-hand accounts of immigration experiences. These oral histories can help you connect the novel's themes to real-life stories.

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Founded in 2006, Immigrants Rising transforms individuals and fuels broader changes. With resources and support, undocumented young people are able to get an education, pursue careers, and build a brighter future for themselves and their community.

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Founded in 2006, Immigrants Rising transforms individuals and fuels broader changes. With resources and support, undocumented young people are able to get an education, pursue careers, and build a brighter future for themselves and their community.

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A friendly reminder from your librarian! Please use MLA 9th edition for citations in language arts classes. This AMAZING guide will help you cite various sources correctly. Owl Purdue (the linked guide) has been the standard for 20+ years. Don't forget to cite both print and digital sources!

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MLA Formatting and Style Guide - Purdue OWL® - Purdue University

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MLA (Modern Language Association) style is most commonly used to write papers and cite sources within the liberal arts and humanities. This resource, updated to reflect the MLA Handbook (9th ed.), offers examples for the general format of MLA research papers, in-text citations, endnotes/footnotes, and the Works Cited page.

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Good news! Our school library provides access to JSTOR and EBSCOhost. These databases are perfect for finding scholarly articles about immigration, the American Dream, and identity. Come see me if you need help with database searches or check out the libguide here! Here are some useful keywords and phrases for your searches:

- Immigration policy - American Dream - Immigrant experiences - Cultural identity - Assimilation - Migration patterns - Hispanic Latino studies - Multicultural backgrounds - Community integration - Bilingual education - Refugee status and rights - Visa and citizenship process - Transnational identity - Diaspora communities - Labor and migrant workers - Historical immigration trends - Cultural exchange and influence - National immigration laws - Humanitarian immigration - Diverse perspectives on migration - Border policies and impact

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To connect the novel to current events, I recommend following immigration news on Reuters and AP News. These sources provide balanced coverage and will help you understand how the themes in our novel relate to today's world.

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Immigration News | Today's Latest Stories | Reuters

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Reuters.com is your online source for the latest news stories and current events, ensuring our readers up to date with any breaking news developments

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AllSides Bias Checker instantly estimates the bias of any news article on demand. The AI-enhanced tool has been carefully calibrated to provide ratings and analysis that reflect the average judgment of all Americans across the political spectrum, not just a panel of insiders or biased AI.

*taken from website.

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Visual learners, check out these documentaries about immigration experiences! They're available through our school's Kanopy subscription. These will give you excellent context for understanding our novel.

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Here are some compelling graphic novels that explore the themes of immigration and the immigrant experience: - "The Best We Could Do" by Thi Bui

- "Illegal" by Eoin Colfer, Andrew Donkin, and Giovanni Rigano

- "Dance While You Can" by Mohamad Soudani

- "American Born Chinese" by Gene Luen Yang

- "The Arrival" by Shaun Tan These graphic novels provide unique perspectives and artistic interpretations of immigration stories.

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This book review provides an in-depth analysis of 'The Book of Unknown Americans,' exploring its themes, character development, and the author's narrative style. This resource can be valuable for your literary analysis and essays.

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The unknown Americans of Cristina Henríquez's novel are Hispanic tenants of a run-down apartment building in a down-at-heel Delaware town. In particular, the novel centres on Maribel Rivera, a teenage girl with a severe brain injury. Her parents have left a comfortable life in Mexico, hoping that American special-needs education will restore their only child to her former self. The story of the poverty and isolation they find is told from two points of view: that of Maribel's mother, Alma, and of Mayor, a lonely neighbour boy who falls in love with Maribel.

The strength of the book is in the quiet details that convey this family's tragedy: the first groceries bought at a gas station, the kitchen cabinets with bedsheets stapled over their fronts in place of doors, the panic of missing a stop on the bus when one doesn't share a language with the other passengers. Maribel's impairment is subtly, convincingly suggested, as is Mayor's growing dependence on her. At one point, Mayor watches Maribel waking up in a car, and notices "an indentation along her cheek where she'd been resting it against the seat belt". Throughout, the book is lit by sharp observations like these, and warmed by Henríquez's obvious affection for her characters.

Where the book fails is in its use of ever-changing points of view. In addition to alternating chapters in the voices of Alma and Mayor, there are chapters in which the other tenants of the building tell their life stories. It's clearly an attempt by Henríquez (pictured) to broaden the scope of her novel from a simple domestic drama to a social commentary on the lives of recent immigrants in general.

It's an intriguing idea, which had the potential to be powerful. But, despite their various histories, these people are all uncannily alike. They are uniformly well-meaning, optimistic, nice. They unanimously love America. No one is bitter, depressed or angry; no one has an unlovable thought. They have no political opinions, nor views that might be controversial. After a while, these sections feel like texts designed to promote multicultural understanding in a middle school.

Finally, and most problematically, none of these voices - including Alma's and Mayor's - sounds remotely Spanish. They are written in a plain idiomatic English, familiar from thousands of works of commercial fiction. It's a style that's designed to be transparent, to let the reader engage directly with the characters. But here, we're meant to assume that the characters are thinking and speaking in Latin American Spanish. Henríquez represents this only by throwing in an occasional "bueno" and "señora", and by having the characters mention a lot of Latin American foods.

For the most part, the reader is carried through this awkwardness by the emotional force of the plot. But the violent climax of the book comes out of nowhere and ultimately means nothing. Henríquez herself seems a little embarrassed by its randomness, and keeps it resolutely off-stage. We learn about the tragedy in retrospect, from characters who heard about it second hand. It might have been a racially motivated attack; it might have been a drunken misunderstanding. It might embody some point about race relations, but even Henríquez doesn't seem to know if it does.

I finished this book with the unusual wish that the author had been less ambitious. The book is markedly stronger when it focuses on the central characters. But Henríquez spends too much time on the periphery of her story, making points that feel at once too vague and too obvious. She should have let us get to know a few of the unknown Americans here, without twisting their story into a political parable, and without trying to tell everyone's story at once.

Sandra Newman's The Country of Ice Cream Star is published by Chatto & Windus. To order The Book of Unknown Americans for £10.39 with free UK p&p call Guardian book service on 0330 333 6846 or go to guardianbookshop.co.uk.

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The Book of Unknown Americans by Cristina Henríquez - review

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This ambitious story about Hispanic tenants in a run-down apartment building is lit by sharp observations, but it's a pity none of the characters sounds remotely Spanish, writes Sandra Newman

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Helpful Archives for Immigration Research

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Helpful Archives for Immigration Research

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Explore these archives to access a wealth of primary sources and historical documents related to immigration. These resources can provide valuable insights for deeper understanding and research: - National Archives: Immigration Records [link](https://www.archives.gov/research/immigration)

- Library of Congress: Immigrant Letters, Diaries, and Oral Histories [link](https://www.loc.gov/teachers/classroommaterials/primarysourcesets/immigration/)

- Story Corps Archive | Personal Stories [link] https://archive.storycorps.org/collection/immigration-stories/

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<ul><li><p>For the most accurate and up-to-date information on immigration policies and statistics, refer to these government websites:

<strong>- U.S. Citizenship and Immigration Services (USCIS) [link](https://www.uscis.gov/)</strong></p><p><strong>
- U.S. Immigration and Customs Enforcement (ICE) [link](https://www.ice.gov/)</strong></p><p><strong>
- U.S. Department of Homeland Security (DHS) [link](https://www.dhs.gov/topic/immigration)</strong></p><p><strong>
- Census Bureau Immigration Data [link](https://www.census.gov/topics/population/foreign-born.html)</strong></p></li></ul>

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The foreign-born population includes anyone who is not a U.S. citizen at birth, including those who have become U.S. citizens through naturalization.

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Our in-house citation and resource organizer. This is a how-to slide deck on how to use Noodle-tool's basic features.

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October 3 marks the anniversary of the signing of the Immigration and Nationality Act of 1965, which both repealed a number of outdated and discriminatory immigration practices and launched a new era in US immigration policy that has remained largely unchanged in the decades since. As issues of immigration and migration continue to make headlines all educators are welcome to take advantage of our growing library of curricular resources that help students understand key historical migrations, the impact of the policies surrounding them, contemporary migration issues shaping our world, and the ways that migration shapes individual and national identity.

Check out 8 resources below designed to help educators address immigration in the classroom with curiosity and confidence:

Immigration and Identity in History

Angel Island Immigration Station: Exploring Borders and Belonging in US History
In this C-3 style inquiry, students engage with the history of the Angel Island Immigration Station to think critically about the concept of borders -not simply geographic borders but the social, economic, and political boundaries erected throughout US history to separate "in" groups from "out" groups.

As they explore historical and contemporary sources, students will draw connections between the exclusionary US immigration policies of the late nineteenth and early twentieth centuries and the borders that exist within American society today.

The Legacies of Chinese Exclusion
The Chinese Exclusion Act was the first law to restrict US immigration on the basis of race. The activities in this mini-lesson engage students in an exploration of the historical context and consequences of the 1882 legislation, drawing connections between the exclusion era and today. They also invite students to analyze a letter of protest from Chinese immigrant Saum Song Bo and consider how immigrants themselves played a role in shaping notions of democracy and citizenship within a polity that excluded them.

My Part of the Story: Exploring Identity in the United States
My Part of the Story is a collection of six lessons designed to launch a course about United States history, literature, or civic life through an examination of students' individual identities. Adolescence is a time when many young people struggle with issues of independence, trust, freedom, and responsibility. It is also a time when life centers around peer groups and mutual relationships. The materials in this unit support and challenge students in their efforts to define their own identity and their relationship to society as a whole. This approach empowers students to develop their own voices in both the classroom and the world at large, and it engages students in a study of the United States by showing them that their voices are integral to the story of the country.

Contemporary Migrations + Immigrant Experiences

Why Do People Migrate?
This mini-lesson is designed to help students consider their own connections to migration and to learn about migration from El Salvador to the United States as a means of exploring the immediate and underlying factors that drive migration.

What is our Obligation to Asylum Seekers?
This mini-lesson helps students understand how the asylum process works in the United States and also consider the question: Who has an obligation to help asylum seekers?

Different Perspectives on Migrant Detention
This mini-lesson is designed to give students insight into migration and migrant detention through different perspectives⁠-migrants who were detained, an immigration lawyer and advocate, a border guard, and an immigration judge. Examining this issue through different perspectives can help students gain important insight into the situation in detention centers and engage in ethical reflection about the treatment of migrants at the border. However, descriptions of the conditions in some facilities are disturbing, and it is important to review materials to determine if they are appropriate for your students.

Brave Girl Rising: A Refugee Story
Nasro is a Somali-born girl living in the world's largest refugee camp in Kenya and she is the subject of the extraordinary film Brave Girl Rising. Produced by the creators of the 2013 film Girl Rising and released to mark International Women's Day, this 17-minute film shares Nasro's story as told by the Somali poet Warsan Shire. Created in partnership with Girl Rising, this mini-lesson invites students to engage with Nasro's story, examine the challenges she faces, and the strength she discovers. They also explore how an individual's story, told with rich imagery and language, can spark empathy and ethical reflection on an issue whose vast scale can be difficult to grasp.

Teaching Enrique's Journey
Watch this on-demand webinar to explore the young adult version of Enrique's Journey, a powerful biography written by journalist Sonia Nazario for which we offer a robust teaching unit. When Enrique was five, his mother, too poor to feed her children, left Honduras to work in the United States. She promised she would return quickly, but she struggled in America. After eleven years, he set off alone, and without money, to find her. This book, based on a Pulitzer-prize winning series in the Los Angeles Times, chronicles his harrowing journey to be reunited with his mother, providing insight into the realities of immigration and the people who risk so much for a chance to live in the United States.

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Explore resources designed to help educators address immigration in the classroom with curiosity and confidence.

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Teaching Immigration Lesson Plans and Resources < The Immigrant Learning Center

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Colorín Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation’s capital, and receives major funding from our founding partner, the AFT, and the National Education Association. © Copyright 2023 WETA Public Broadcasting.

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Teaching Immigration with the Immigrant Stories Project Lesson Plans - The Advocates for Human Rights

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Lesson Activities | Faces of America | PBS

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(Click here for a printer-friendly version of this lesson.) INTRODUCTORY ACTIVITY 1) On the whiteboard or chalkboard, write the word “immigrant.” Ask your students to brainstorm a definition for the word, and jot down their ideas. Ask your students to share their ideas on what exactly an immigrant is. Jot down your students’ ideas on […]

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Video Tutorial of Basic NoodleTools Functions

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Video Tutorial of Basic NoodleTools Functions

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Translator’s Note

by Gabriela Ramirez-Chavez

Rosa Chávez (b. 1980, San Andrés Itzapa, Chimaltenango, Guatemala) is of mixed Maya background—the daughter of a K’iche’ father and a Kaqchikel mother. As she grew up during the Guatemalan state’s genocide of Maya communities, her family opted to only teach her Spanish to protect her from discrimination and racism. In her late teens, she began her journey of “reconstituting my identity as a Maya woman” and reclaiming her paternal tongue, K’iche’, a Maya language with a documented 1.6 million speakers, through writing.

*taken from website

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“I’m a beastwoman, stained clouds, / starting to walk, I stumble and fall / my smile and caresses shaking the earth,” from “Q’atit q’ayes – Abuelita Planta,” by Rosa Chávez (trans. Gabriela Ramirez-Chavez)

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There are thousands of books released every year that grapple with contemporary issues facing young people. But many of those titles end up being challenged or even banned because they contain sex, offensive language, or violence, or because they deal with sensitive issues such as race and gender identity. In 2017, the American Library Association Office for Intellectual Freedom cited 417 books as challenged or banned, including popular titles like Thirteen Reasons Why by Jay Asher, The Hate U Give by Angie Thomas, and The Kite Runner by Khaled Hosseini.

Though it might seem easier to keep challenged books out of your curriculum altogether, Boston University Assistant Professor Christina Dobbs and Harvard Graduate School of Education Senior Lecturer Pamela Mason encourage educators to embrace them in their lesson plans. If you avoid teaching texts that can lead to difficult conversations or upset the status quo, they say, you may miss powerful learning opportunities.

"Controversial issues are often bigger in our heads than in children's," Mason says, noting that adults struggle with challenging subject matter because they are concerned about potential fallout or they have difficulty separating their personal feelings from the content.

But children need a safe space in which to grapple with "hard stories," says Dobbs. Confronting difficult issues in books that they may also encounter in real life may be tricky territory, she says, "but that's part of why we have books."

Mason and Dobbs, who teach a professional education program on how to introduce culturally responsive or challenging literature into the classroom, offer the following advice on how to do the same in your classroom and school community.

Choose carefully. Don't discount a book because it's been challenged or deemed "inappropriate." Dobbs stresses the importance of getting to know your children's librarian, watching to see which books win awards, and looking for the books getting banned - even checking out Twitter through #weneedmorediversebooks. Read about books through reviews on sites like Commonsense Media, Wormbook Guide, Goodreads, and even Amazon.

Make your case. Know why you want to introduce a challenging book in your class and be ready to defend it. Have a clear reason for the book you select and do research before introducing it to your administration, students, and school community.

Create a safe space. Make sure your classroom is safe for discussions, creating clear classroom norms of respect and safety from the start. Be sensitive to subject matter that may act as a trigger for students, and have strategies in place to avoid or deal with issues that may arise.

Communicate with parents. Introduce the book and explain why and how you plan to teach it. Reassure parents that you've created a safe space for discussions.

Be prepared for blowback. Do research to see whether there have been problems in the past with certain books in the school community. Create a plan with your principal about how you'll handle complaints before introducing the book. This will also help provide insight into whether you'll receive the necessary support from administration should anyone complain. If you don't feel supported, then consider whether you want to move forward - and, in the long term, whether you're teaching in the right district.

Teach the whole book. Be able to connect the book to broader learning outcomes, balancing exposure to culture and diversity with content and characters, as well as rigor and literary merit. Teach readers how to navigate the whole text.

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Bringing Controversial Books into the Classroom

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How teachers can successfully navigate the tricky territory of introducing books with challenging content into the curriculum.

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Immigration Stories: Crossing the Border

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Product Description: After a tragedy separates her from her mother, Juana García leaves her small town in Mexico to find her father, who left his family two years earlier to find work in America and rise above the oppressive poverty of his country.

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Video Tutorial on Advanced Google Search 

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Video Tutorial on Advanced Google Search 

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https://www.google.com/advanced_search