DOCUMENT RESUME ED 472 777 FL 801 542 TITLE Curriculum for Citizenship (History, Government & the N-400) INSTITUTION Spring Inst. for Intercultural Learning, Denver, CO. SPONS AGENCY Office of Refugee Resettlement (DHHS), Washington, DC. PUB DATE 2002-00-00 NOTE 85p.; Prepared by the English Language and Literacy Center, St. Louis, MO. AVAILABLE FROM Spring Institute for Intercultural Learning, 1610 Emerson Street, Denver, CO 80218. Tel: 303-863-0188; Fax: 303-863- 0178; e-mail: [email protected]. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE EDRS Price MF01/PC04 Plus Postage. DESCRIPTORS Adult Education; *Citizenship Education; *English (Second Language); Federal Government; Government (Administrative Body); History Instruction; Limited English Speaking; Moral Values ABSTRACT This citizenship preparation curriculum from Missouri's English Language and Literacy Center focuses on history, the government, and the Immigration and Naturalization Service (INS) N-400 form. It includes changes made by the INS to the N-400, including the expanded "good moral character" section. The curriculum addresses a broad array of applicants, offering guidelines for classes that include students with English speaking competence ranging from speech proficiency level I-VIII, with general educational backgrounds from elementary to graduate school, and from culturally disparate backgrounds. It addresses students' varying needs by posing issues contained in the INS 100 questions study guide in the form of questions to the teacher. Five sections include the following: (1) "What is Citizenship? Assessing Readiness"; (2) "Assessing Readiness: Resources"; (3) "History and Government: Syllabus Planning"; "History and Government: (4) Resources"; and (5) "The New N-400: Guidelines for Teachers." Two appendixes offer the N-400 form and sample INS questions. A series of case studies, all written in simple language,'provide questions for students to practice the good moral character section of the N-400. (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. N N .7r Curriculum For Citizenship (History, Government & the N-400) U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY This document has been reproduced as received from the person or organization c Ab MX originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent 1 official OERI position or policy. Prepared by the English Language and Literacy Center Supported by funding from the Office of Refugee Resettlement to The English Language Training Project at May 2002 Spring Institute for International Studies, Denver, CO. BEST COPY AVAILABLE 2 Spring Institute for Interculturalal Learning ELT Technical Assistance for English Language Training Projects 2001-2002 Sponsored by the Office of Refugee Resettlement No portion of this publication may be reproduced or excerpted without the written consent of the Spring Institute for Intercultural Learning. Spring Institute for Intercultural Learning 1610 Emerson Street Denver, Colorado 80218 Phone: (303) 863-0188 (303) 863-0178 Fax: [email protected] Email: TABLE OF CONTENTS Page Overview 1 3 SECTION 1: What is Citizenship? Assessing Readiness SECTION 2: Assessing Readiness: Resources 5 SECTION 3: History and Government: Syllabus Planning 6 7 SECTION 4: History and Government: Resources The Pilgrims, the early Colonists and the American Revolution 8 The Declaration of Independence, the Constitution, the establishment of government and the Bill of Rights 9 Westward Expansion and the Civil War 10 The 20th Century 11 13 Our Constitution at work 15 State and city government SECTION 5: The New N-400: Guidelines for Teachers 18 Filling in the N-400 21 23 Part I. Your Name 25 Part 2. Information About Your Eligibility 27 Part 3. Information About You 28 Part 4. Addresses and Telephone Numbers 29 Part 5: Information for Criminal Records Search 30 Part 6. Information About Your Residence and Employment Part 7: Time Outside the United States 31 33 Part 8. Information About Your Marital History 34 Part 9. Information About Your Children 36 Part 10 A: (General Questions) Questions 1 - 7 37 Part 10 B: (Affiliations) Questions 8-12 39 Part 10 C: (Continuous Residence) Questions 13 14 40 Part 10 D: (Good Moral Character) Questions 15 21 42 24 Part 10 D: (continued): Questions 22 44 28 Part 10 E: (Removal, Exclusion and Deportation): Questions 25 45 Part 10 F: (Military Service) Questions 29 32 46 Part 10 G: (Selective Service) Question 33 48 39 Part 10 H: (Oath Requirements) Questions 34 49 Part 11: (Your Signature) 49 Part 12: (Signature of Person Who Prepared This Application for You) Page i Citizenship Preparation Curriculum, May 2002 From the English Language and Literacy Center, Missouri. 4 Part 13: (Signature at Interview) 49 Part 14: (Oath of Allegiance) 50 APPENDIX A (N-400 forms) 51 APPENDIX B (INS' Sample Questions) 76 Case Studies: Viengkhone's Name Change 23 Tekla Has No Papers 25 Jasmin And Her Pride 27 Pedro Needs An Address 28 Esma: What Color Is Her Hair? 29 Nino And His Moving Business 30 Elier And His Travels 31 Nema's Marriage 33 34 Ha lima's Children Aster And The Vote 36 Mustafa And His Affiliations 37 Boris And The KKK 38 Elena's And Miguel's Taxes 39 Lila's Problems With The Law 41 Ibrahim And His Wives 42 Julio's Immigration 44 Ali And The Armed Services 45 Van And The Selective Service 46 Qasem And The Oath Of Allegiance 48 Citizenship Preparation Curriculum, January 2002 Page ii From the English Language and Literacy Center, Missouri. OPERPIEfr The Federal Department of Education defined civics education in its November 1999 Request for Proposals as: `An education program that emphasizes contextualized instruction on the rights and responsibilities of citizenship, naturalization procedures, civic participation, and U.S. history and government to help students acquire the skills and knowledge to become active and informed parents, workers, and community members.' Using this definition, the three parts of this series contain an extensively annotated bibliography of ESL citizenship preparation books (released in February 2002 through the Spring Institute, Denver; CO); the following curriculum for citizenship preparation; and another curriculum (to be released shortly) for civics classes. Each section of the curricula cross-references to the bibliography. The bibliography lists in-print, that is, Fall 2001 ESL citizenship preparation materials. To optimize its usefulness, following a full-page description of each text, four tables compare the most commonly used for specific issues of citizenship content at selected SPL (Student Performance Levels). The citizenship curriculum addresses the broadest possible array of applicants. Teachers will find guidelines for their citizenship classes that include students with English speaking competence ranging from SPL I-VIII, with general educational backgrounds from elementary to graduate school and from culturally disparate backgrounds. This curriculum addresses these varying needs by posing the issues contained in the INS 100 questions study guide in the form of questions to the teacher. In targeting and responding to specific questions, instructors can address each issue at the ability level of the students besides using the approach and materials best suited to their own classroom. Some students have no clear idea what citizenship is or what they are about to undertake morally and legally in applying to change it. Because the continuation of program funding in many cases can depend on the successful outcome of the applications, the curriculum starts with a section on 'Is the student really ready for citizenship? that provides a useful filter before enrollment. INS (Immigration and Naturalization Service) has made two important changes to the citizenship application process starting in 2002. They have changed the application form and significantly raised the cost of applying. The new N-400 form - besides format changes that improve readability -includes an extensively expanded 'good moral character' section. This change is significant because it is from this expanded section that the INS interviewer may quiz the applicant to establish that each applicant can demonstrate a knowledge and understanding of U.S. history and government and additionally that the applicant is of good moral character. Page 1 Citizenship Preparation Curriculum, May 2002 From the English Language and Literacy Center, Missouri. Many students conclude that mastering the INS 100-questions is the complete answer to their Naturalization process. In fact, other key elements in a successful application include literacy, English language fluency and "attitude". Literacy is critically important in filling in the N-400 fully and truthfully. A further measure of literacy comes with a dictation test at the time of the interview and reading aloud a selection chosen by the interviewer. Students need good English language fluency skills to understand the interviewer's questions and frame answers to them. "Attitude", or the ability to withstand questioning and keep a positive attitude at the interview and continue even after the applicant may have made a mistake, is essential. The application fee has been raised (as of February 2002) to $260 and the fingerprint fees to $50 per person. The INS' intention has long been to have all fingerprints read by the FBI (Federal Bureau of Investigation). Thus, applicants who may have a criminal history or an outstanding income tax bill in another state may have to explain actions long "forgotten". This curriculum incorporates the changes made by the INS to the N-400, including the expanded 'good moral character' section. As yet, few textbooks offer guidance for teachers on addressing the issues in Section 10 (the good moral character) of the N-400. To address this gap, the curriculum therefore includes a series of case studies all written in simple language that the teacher can photocopy and use with the appropriate questions for the students to practice on. Also included are directions to the applicants from the INS' A Guide to Naturalization, Form M-476 and from the INS' "Instructions" for completing the Application for Naturalization. This information will help instructors to guide students appropriately. The Flesch-Kincaid Grade Level scale - part of the Microsoft Word Tools menu - measures the language complexity. In an Appendix, sections from the N-400 are available for students to practice completing with information from the case studies. Citizenship Preparation Curriculum, January 2002 Page 2 From the English Language and Literacy Center, Missouri. 7 SECTION 1: What is Citizenship? Assessing Readiness FOCUS: SEC'TION 1: 0-14',1444.P te411 1144444i Ri.014444 What is "citizenship"? 1 Citizenship is an abstract concept that students frequently misunderstand. Some students believe that citizenship is merely a ticket to long-term government support; others join the citizenship class in response to family or peer pressure; or maybe they just want a passport in order to travel. Applicants need to understand the many issues involved in a change of citizenship, for instance, accounting for all their residences and jobs, the expense, the commitment to a different value system, the importance of voting and of actively participating in their community. All applicants need an opportunity to consider the issues and decide for themselves whether this really significant and (for many) expensive step is one they wish to take. What other affiliations does the applicant have (familial, religious, political)? 2) Will these affiliations make him (or her) feel a sense of betrayal of family still in the country of origin by swearing allegiance to a different set of values and loyalties? On the other hand, some welcome the opportunity to embrace a new identity. Is the applicant willing, in all sincerity, to give up his or her present citizenship in 3) order to become a U.S. citizen? The Oath of Allegiance, with its promise to give up loyalty to all other governments is daunting to some applicants. They need time to consider the implications and an opportunity to talk through the issues it may raise for them. Will the applicant be able to promise, in all honesty, to "bear arms" on behalf of 4) the U.S.? Again, the Oath of Allegiance with its required avowal to bear arms on behalf of the U.S. is a stumbling block to citizens of some countries, particularly those involved in armed conflict with the U.S. Does the applicant currently have sufficient literacy to pass the dictation test 5) given at the INS interview? Many students and teachers think that literacy can be very quickly taught. However, anyone who has lived in this country five or more years and is not yet literate will probably need more than a short semester of citizenship instruction to remedy the problem. Will this candidate be able to attend intensive literacy training and improve sufficiently in that time to take and pass a written test at the INS Office? Does the applicant currently have the oral skills to understand, answer and clarify 6) questions at the INS interview? After approximately two years in this country, most students have developed successful communication strategies. Unfortunately, this may involve having a friend or relative translate, or talking only within their own language community. The INS Oral Interview requires that candidates (unless an applicant falls into an age and language exception category) understand the colloquial English of the interviewer; clarify phrases/words they do not understand, and phrase answers that the Interviewer can understand. It also involves dealing in abstract concepts that may have no parallel in their own educational background. Page 3 Citizenship Preparation Curriculum, May 2002 From the English Language and Literacy Center, Missouri. SECTION 1: What is Citizenship? Assessing Readiness 7) How much time each week can/will the applicant and the program dedicate to instruction and training? Some citizenship programs meet only once or twice a week. While this schedule may be at the request of the students, instructors and administrators need to keep in mind that this provides students five or six days to forget that short period of instruction. How will your program assess applicants' readiness to apply for citizenship? 8) To maximize your program's effectiveness and ensure successful citizenship application outcomes, assessment of all of the readiness "steps" needs frequent monitoring and students need feedback on their progress. While it is true that some INS interviewers are reported to be more forgiving than others, all students deserve to enter the interview able to understand and respond to rigorous but fair questioning. Citizenship Preparation Curriculum, January 2002 Page 4 From the English Language and Literacy Center, Missouri. SECTION 2: Assessing Citizenship Readiness: Resources secwoN 2: 41414441 CZ/4414 0444a44: R(A4 a , as = o ...-: u) as E c;.I CT) O- 0 w c 8 a) Ti. -o -1- 6- 2 -- a) o a _., a w I cTs NJ Cs . . ,.... a) a) -E, a) _, a, C. co a) R cr . 2 ( 0- E --E- 2 -Fa '''-- o_ 0-- o rrj o .E 2- g 0) -0 -c, a) .(Ti (7) fl c, (-) S g, ,....._CD al g 2-. m .0 LLI 8 -La - - _ c i .1/0) = .- a) >, R, c) 6 co E 8 1.11 8 jj. C3) -, c, (tS -F4 , c- u_ -8 't cir) (7) (2 ' f -,r) 8 `IC,' a) g }, i,i i 4 1) . :0 Ct ts + . . rj m ai. E = cT) (7) . ° ,,,Zul ii 2 1 cr) Z 8- cii 3 o :0- ---' c') C) is: ID- -zr - ') ° .`" n_ --;-, e_ . " l". e_ iE , .g u) 1 A 2 . E E. . (I) (1. g 15 x FD) E .,L., co -E) 2 .:,.,:), a if 42 -..=.8 .5 cs a) .3 co o cn a) (.7 --) -52 -a a) +-. -0 a) rm 'cm -cli co cce, < 0 3 = cc '.> cur) r:II' _8' 0 Z, b `Th cTs 8 ifs Ls CI LZ cao) Ch. 2 p. 127- p. 8 Ch. 1 Unit 2 1. What is "citizenship"? Ch. 1 Unit 1 136 2. What other affiliations p. 84 No No Ch 1, Unit 4 Ch. 1 Unit 1 does the applicant have Ch.7 (familial, religious, Parts 8 political)? &9 Is the applicant willing, 3. p. 28 p.109- p.150- No Ch. 1 No in all honesty, to give up No 115 152 his or her present citizenship in order to become a U.S. citizen? Will the applicant be 4. p. 38 p.109- p.150- No Unit 4 Ch. 1 able to promise, in all No 115 152 honesty, to "bear arms" on behalf of the U.S.? Does the applicant have 5. CASAS sufficient literacy to BEST pass the dictation test given at the INS interview? Does the applicant 6. p.26 p.12-15 p.137- Unit A Unit 9 Ch. 1 Unit 1 currently have the oral 143 skills to understand, answer and clarify questions at the INS interview? 7. How much time each Recommended: minimum of three 90-minute periods per week until week can/will the competence is reached. applicant and the program dedicate to instruction and training? 8. How will your program CASAS assess citizenship BEST applicants' readiness to apply for citizenship? Page 5 Citizenship Preparation Curriculum, January 2002 The English Language and Literacy Center, St. Louis, MO 63105 10