Kelly Gontesky- Sumner Academy of Arts and Science
Immigration Reform and Control Act of 1986 (1 day out of a unit related to immigration in the U.S.)
History Standard: The student uses a working knowledge and understanding of significant individuals,
groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world,
utilizing essential analytical and research skills.
Benchmark 4: The student uses a working knowledge and understanding of individuals, groups, ideas,
developments, and turning points in contemporary United States history (since 1990).
Indicator: 5. (A) examines United States immigration policy to understand the affects of legal and illegal
immigration (e.g., political, social, economic).
Objective: Students will examine the issue of immigration through political cartoons and discussion. Students
will analyze portions of the Immigration Reform and Control Act of 1986 and relate it to politics, society and
the economy in the United States.
Desk Work: What issues have come up about immigration in the last 20 years? 10 minutes
Hook: Political Cartoon Analysis 20 minutes
Display first political cartoon on overhead. Based on what you know about immigration,
what is this cartoon saying? Do you agree or disagree with this cartoon? Why or why not?
Display second political cartoon on overhead. Have students answer the same questions
for this cartoon.
Have students talk about both cartoons with their shoulder partners.
Have a few groups share.
Active Engagement/Application: Immigration Reform and Control Act of 1986 remainder
(text found here) http://www.oig.lsc.gov/legis/irca86.htm
Instructor will show students the act in its entirety. Instructor will put students into
groups of 3 or 4 based on class size. Instructor will pass out instruction sheets and go over them
in detail, answering any questions that may arise.
Assignment: students will interpret assigned portions of the Immigration Reform and
Control Act of 1986 and answer these questions about their particular section.
1. What is your specific portion of the act saying about immigration?
2. How does this portion of the act relate to social, political and economic issues in the United States?
3. What would you change about this portion of the act?
Groups will share a brief synopsis of their portion of the act and explain how it relates to
society, politics and the economy in the United States.
Each student will be required to take brief notes (2 bullet points from each group) about
Assessment: Students will write about their understanding of each portion of the act discussed in class,
how it relates to economic, political and social issues in the U.S. and their opinion of this act after analyzing it.