Divided Allegiance

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Question

How can a person born in the U.S. to one U.S. citizen parent and one non-U.S. citizen parent (divided allegiance) be defined as a 'natural born citizen?'

Shouldn't a 'natural born citizen' be defined as being born with allegiance to the U.S. only?

Answer

Throughout the history of the United States, there has been a consistent evolution of who a citizen is and how a citizen is defined, as the United States Constitution has been both decided upon and modified on various occasions to expand the definition of who is a citizen and guarantee equal rights for all individuals. In the late 18th century, a citizen was defined as a white, male landowner, and African Americans could legally be held as slaves. The 1857 Dred Scott v Sandford Supreme Court case affirmed this definition. The Oyez Project (2005–2011) puts forth that in this case the Court found that "no person descended from an American slave had ever been a citizen." Six years subsequent to this decision, President Lincoln issued the Emancipation Proclamation, which declared "that all persons held as slaves within the rebellious states are, and henceforward shall be free."

The 14th Amendment guarantees that a person born in the United States is thereby a citizen, even if both parents are illegal immigrants.

This change was reflected in the Constitution of the United States in the 14th Amendment (1868), which states "All persons born or naturalized in the United States . . . are citizens of the United States and of the State wherein they reside," as well as the 15th Amendment (1870), which puts forth that "The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude." However, the next half century still saw roughly half of the country's population without full citizenship rights, as it was not until 1920 that the 19th Amendment was passed that granted women suffrage. To answer the particular question posed above, simply put, the 14th Amendment guarantees that a person born in the United States is thereby a citizen, even if both parents are illegal immigrants. However, this is not without controversy, and it has become a political issue, as citizens born to illegal immigrants have derisively been referred to as "anchor babies." For more on this issue, try searching the New York Times using the phrase "anchor babies." However, American children of foreign parents can be dual citizens depending in part on the rules of the other country. This status is conferred when "an individual is a citizen of two countries at the same time." The website newcitizen.us describes potential benefits to being a dual citizen; among them are "the privilege of voting in both countries, owning property in both countries, and having government health care in both countries." However, the U.S. Department of State puts forth that the U.S. government "does not encourage" dual citizenship "because of the problems it may cause," particularly that "claims of other countries on dual national U.S. citizens may conflict with U.S. law, and dual nationality may limit U.S. Government efforts to assist citizens abroad." To answer the initial question in regards to allegiance, allegiance may be more the way a person feels rather than actual law. On this topic the U.S. Department of State notes that "where a dual national is located [where the citizen resides] generally has a stronger claim to that person's allegiance."

Bibliography

Newcitizen.us. "Dual citizenship." 2011 (accessed on April 8, 2011).

U.S. Supreme Court Media. "Dred Scott v. Sandford," 60 U.S. 393 (1857). The Oyez Project (accessed on March 31, 2011).

U.S. Department of State. "US Department of State Services Dual Nationality" (accessed on April 8, 2011).

U.S. Immigration Support. "US Dual Citizenship." 2010 (accessed on April 8, 2011).

The Progressive Era

Teaser

Explore the ins and outs of turn-of-the-century labor law, business, housing, and immigration.

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Description

Access primary sources, activities, instructional tips, and assessments for a unit on the Progressive Era.

Article Body

This unit on the Progressive Era consists of seven teaching activities, which build upon each other and culminate in an optional service learning project exploring modern day progressivism. Each part of the unit can be downloaded as an individual PDF, or the entirety can be downloaded at once. Overall, the complete package is age-appropriate, while also challenging students to develop historical thinking skills.

Activities 3, 4, and 5 utilize primary source documents and photographs, and ask students to analyze documents and draw conclusions from them. Activity 3, for instance, prompts students to examine child labor and its impact by looking at two collections of photographs—Kids at Work and Kids on Strike. It then asks students to consider questions such as "How did the people that wrote these books put their stories together?" and "What sources did they use to be successful history detectives?"

While each part of this lesson builds on the last, teachers can pick and choose among the seven activities. For teachers looking for more direction, the lesson includes a narrative script that can be used to frame each activity. It also includes a vocabulary list, a student learning chart/grading rubric, and a collection of links to selected websites.

Topic
The Progressive Era, immigration, industrialization, capitalism
Time Estimate
1-7 days
flexibility_scale
4
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
A brief overview of historical background for each activity is included in the "Narrative Flow, Teachers' Background."

Rubric_Content_Read_Write

Yes
Students are asked to read primary documents, and there are opportunities for original student writing based on document analysis.

Rubric_Analytical_Construct_Interpretations

Yes

Rubric_Analytical_Close_Reading_Sourcing

Yes
The unit includes close analysis of both text and photographic primary sources.

Rubric_Scaffolding_Appropriate

Yes
The scaffolding is very well-done, including student-friendly language and examples.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes
The process for each activity is clear.

Rubric_Structure_Assessment

Yes
A rubric is included that focuses on both content goals and process goals.

Rubric_Structure_Realistic

Yes
The rubrics are divided into content and process goals.

Rubric_Structure_Learning_Goals

Yes
Lesson is also open to teacher adaptation.

Immigration

Teaser

Very few of us have ancestors who were not immigrants. Bring the topic of immigration to life.

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Description

Primary sources and questions for a unit on immigration to the United States during the late 19th and early 20th centuries.

Article Body

Primary source documents and statistical tables about immigration in the late 19th and early 20th centuries anchor this lesson. Analytical questions about the documents and the tables require students to draw conclusions from the data, as well as evaluate opinions regarding immigration as expressed in the primary sources.

These materials are supplemented by Digital History’s larger Immigration Learning Module which provides many hyperlinks to additional primary sources including a timeline and documents. (NOTE: To access these documents, paste the title of the document into the search field when you arrive at the Library of Congress Learning Page.)

Links to primary source sets from the Library of Congress and other features of the Ethnic America section of the Digital History site are also provided.

Overall we feel that the basic lesson plan provides an excellent set of teaching materials, but we encourage you to explore the interrelated hyperlinks of the Learning Module to find additional materials that will inspire you and your students.

Topic
Immigration; early 20th century
Time Estimate
undefined
flexibility_scale
1
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Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
Much information is available on the website. In addition, Digital History’s online textbook provides detailed background information on the topic.

Rubric_Content_Read_Write

Yes

Rubric_Analytical_Construct_Interpretations

Yes
In the basic lesson students are asked to draw conclusions from immigration data. Other documents that you may decide to use from Digital History’s online textbook may elicit student analysis and interpretation as well.

Rubric_Analytical_Close_Reading_Sourcing

Yes

Rubric_Scaffolding_Appropriate

Yes
While no specific audience is stated, we feel the basic lesson and accompanying questions are suitable for middle school. Other materials on the site may be useful for all grade levels.

Rubric_Scaffolding_Supports_Historical_Thinking

No
Teachers will want to provide some scaffolds of their own to help students understand and interpret texts and data tables.

Rubric_Structure_Assessment

No
No assessment criteria are included. As teachers define their goals for this lesson they will have to determine how to assess student learning.

Rubric_Structure_Realistic

Yes
The basic lesson is unstructured, but the questions and activities are clearly presented. It would be easy to use these materials to teach about immigration in normal classroom settings.

Rubric_Structure_Learning_Goals

No
Teachers must provide structure and goals for this lesson.