Aspects of US laws and everyday life - Ohio ABLE



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An EL/ Civics Module

By Mary Ann Oatney

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Sponsored by Ohio Department of Education and Miami Valley Career Technology Center

EL/Civics Module

Aspects of US Laws in Everyday Life of Immigrants and Refugees

Goal: Students will develop an understanding of US laws which are most prevalent in everyday life and ways to deal with culture clash

Aspects addressed:

❑ Family Matters vs. Domestic Violence and Assault Laws

❑ Religious Practices vs. Animal Abuse Laws, Safety Regulations, and School Requirements

❑ Driving vs. Traffic Laws

❑ Other Cultural Behavior vs. U.S. Laws

Module Contents:

Unit One Identify Problems

o Family Matters

o Religious Practices

o Driving Issues

o Other

Unit Two Individual Rights

o Bill of Rights

o Civil rights of 1964

o Miranda Rights

Unit Three Examining Strategies

o Education on DMV and other laws

o Exploring Local Community Services

o Field Trips

o Guest Speakers

o Cultural Events

o Internet Research

o Brainstorming

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Unit One: Identify Problems

I. Family Matters:

A. Domestic Violence:

1. Patriarchal cultures allow husbands/fathers to

enforce their wills through physical battering.

Husbands are considered “superior being” in the

family and the wife and children are expected to

be unconditionally subjected to his demands.

2. In the U.S. this behavior is perceived as spousal

abuse or corporal punishment.

Problem: victims of Domestic Violence have a fear of being reported to the INS

and fear of subsequent deportation and will not report the problem.

3. Culture and U.S. Laws Collide:

Domestic Violence and Assault Laws.

B. Child Neglect and Abuse:

1. In some cultures:

a. children are disciplined, using corporal punishment.

b. parents are accustomed to leaving their children at home alone.

c. younger children are left in charge of an older child.

d. education is not mandatory and older children are expected to help at home or earn

money instead of attending school.

2. Culture and U.S. Laws Collide: Neglect and Abuse laws and Mandatory Schooling Laws

II. Religious Practices

A. Animal Sacrifices

1. In some cultures this practice is used in worship,

healing, burial and marriage ceremonies.

2. Raising livestock, such as chickens, in your yard

is common in some cultures.

Culture and U.S. Laws Collide: Animal Cruelty Laws, local health regulations and zoning ordinances

B. Traditional Dress at work or in school

1.For women traditional dress could involve flowing head coverings which become hazards in

certain types of jobs.

2.Traditional clothing is required to be worn at all time , including physical education classes.

Culture and U.S. Laws Collide: Safety Regulations on appropriate dress on the job and school dress codes

C. Participating in co-ed physical education classes

In some cultures boys and girls are not permitted to participate together in classes.

Culture and U.S. Laws Collide: School participation requirement

III. Driving

A. License –

1. Some areas of the world:

o do not require or enforce driver’s license .

o have more lenient or no age restriction on operating a motor vehicle.

2. Immigrants and refugees have:

o license from native country

o expired license from native country

o driving in US without license

B. Lack of Car Insurance

1. Some countries do not require car insurance.

2. Immigrants and refugees are unable financially to afford car insurance.

3. Their cars are not insured.

C. Lack of vehicle registration

1. Some countries do not require vehicle registration.

2. Immigrants and refugees are unfamiliar with vehicle registration laws.

3. Immigrants and refugees are financially unable to pay the fees.

D. Failure to use child safety seats

1. Requirement for child safety seats can vary from country to country.

2. Some countries have no requirements for child safety seats.

3. Immigrants and refugees are financially unable to afford child safety seats.

E. Failure to use safety belts

1. Immigrants and refugees may not be familiar with safety belts.

2. They may be unaware of the law to use them when operating or riding in the front seat of

a vehicle.

F. Use of alcohol

1. Drinking while driving, open containers of alcohol in moving vehicle, and driving while

intoxicated are not illegal in all counties.

2. Excessive drinking can be common among refugees who have experienced extreme suffering.

G. Leaving the scene of an accident

1. In some cultures

▪ leaving the scene of an accident is acceptable.

▪ the police are not contacted when an accident occurs.

▪ it is hit and run with no consequences.

H. Paying police directly for speeding ticket

1. In some cultures it is customary to pay the law enforcement officer directly for the speeding ticket.

2. In U.S. this action could be conceived as a bribe.

G. Review the following: Students can use the DMV website to check Ohio DMV rules –



Culture and U.S. Laws Collide: DMV Ohio laws states:

▪ Drivers who are residents of other countries and who are legal tourists to the U.S. may drive up to one year with their own national driver’s license.

▪ Individual driver licenses are valid for four years and expire on the person’s birthday.

▪ In Ohio no one can operate a motor vehicle without proof of insurance. Liability coverage must be $12,500 - $25,000 for personal injury or death and $7,500 for property damage.

▪ On Ohio vehicle registration is required and must be renewed each year on the owner’s birthday.

▪ Any child who is either or both four years of age and weighs less than 40 pounds is required to use a child safety restrain that meets federal motor vehicle standards.

▪ Safety belts are mandatory for drivers and front seat passengers.

▪ State laws against driving under the influence of drugs or alcohol (DUI); laws mandating a minimum age for drinking; local nuisance/disturbance ordinances; open container laws

▪ In case of an accident proper authorities are to be notified.

▪ Speeding citations are issued by police officers and violators are to pay citation penalty to

Clerk of Courts at the local municipal building.

IV. Other Cultural Issues

A. Medical Practices - could be seen as physical abuse:

1. folk remedies used by immigrants and refugees

2. delay in seeking medical attention because of lack of money

3. refusal to allow medical procedures due to religious beliefs

B. Immigration Visas

1. immigrants who enter the U.S. without visas

2. immigrants whose visas expire, but continue to live in U.S.

C. Carrying unregistered firearms

1. Immigrants and refugees may come from rural areas where hunting is done as a daily practice

and licenses are not required.

2. Immigrants and refugees may carry weapons as protection due to war in their homelands.

Culture and U.S. Laws Collide:

▪ Child abuse and neglect laws resulting from folk remedies, delay in getting medical care, or refusal of treatment

▪ Hospital rules re: conducting folk practices, shamanism (a healer or priest) within a medical facility

▪ INS has strict guidelines re: visas

▪ Federal and State gun control laws, i.e. gun registration and permits

V. Wrap-up of Unit One: Check Students’ Understanding

Distribute the handout, Matching for Unit One, allowing students ample time to complete.

Collect and check. Redistribute and review at next class.

Or assign handout as homework and review at next class meeting.

Brainstorming #1

Read the following examples in which native cultural practices are continued in the United States. Identify the problem.

1. A man from the Middle East is struggling to support his family of eight on a salary of $60 a day. More money was needed to support the family, so the man’s wife began working. The 15-year-old son took care of the younger children instead of going to school.

2. In family from Vietnam there was a son who was sexually abused by another member of the Vietnam community. The child’s parents did not tell the police about this problem. Finally this child was killed by the person who abused him and the police were called.

3. A group of refugees practice animal sacrifice at their marriage, healing, or burial ceremonies.

4. An immigrant family uses corporal punishment for discipline the children.

5. A refugee from a farming culture grows marijuana, a traditional ingredient in cooking in his country, in his back yard and uses it in a soup.

6. An immigrant from Iran has a wife who has been very ill for a long time and will not get better. In his culture a man can have many wives, so he wants to marry another woman.

7. A Muslim woman wears a traditional head-dressing which is unsafe at her job. She is asked to remove it while she is working.

8. Mid-East immigrants request that their daughter be excused from a physical education class, because their daughter is not permitted to wear gym clothes in their culture.

Name _____________________________ Date ________________________

Matching for Unit One

In column one are examples of immigrants or refugees who are living in the U.S. In column two are American laws. Match the behavior in column one with the law or laws that it disobeys in column two.

Column 1

_____ An immigrant is in the front seat a. safety belt laws

of a car and not wearing a seatbelt.

_____ A husband hits his wife when he b. domestic violence laws

tells her to do something and she

doesn’t.

_____ An immigrant is living in the U.S. c. child neglect laws

without a visa.

_____ A fifteen years old is drinking a d. school dress code

beer while driving a car.

_____ Children are left at home alone while e. valid drivers license law

their parents are at work.

_____ A person is carrying a gun in his coat f. child safety seat laws

pocket.

_____ Parents used folk medicine for a seriously g. INS rule

ill child instead of taking that child to a

doctor.

_____ While riding in a car, young children are h. open container law

free to move around in the back sear.

_____ A high school girl who recently immigrated i. minimum age for drinking law

from Iran and wears her traditional dress

refuses to wear shorts and a T-shirt for

physical education class at her American

school.

j. gun control law

_____ A refugee from Rwanda is driving a car

in Dayton, Ohio with an expired Rwandan k. minimum age for driving law

driver’s license.

Name _____________________________ Date ________________________

Answer Key

Matching for Unit One

In column one are examples of immigrants or refugees who are living in the U.S. In column two are American laws. Match the behavior in column one with the law or laws that it disobeys in column two.

Column 1

__a__ An immigrant is in the front seat a. safety belt laws

of a car and not wearing a seatbelt.

___b__ A husband hits his wife when he b. domestic violence laws

tells her to do something and she

doesn’t.

__g___ An immigrant is living in the U.S. c. child neglect laws

without a visa.

_,h,i,k_ A fifteen years old is drinking a d. school dress code

beer while driving a car.

__c___ Children are left at home alone while e. valid drivers license rule

their parents are at work.

__ j___ A person is carrying a gun in his coat f. child safety seat laws

pocket.

__c___ Parents used folk medicine for a seriously g. INS rule

ill child instead of taking that child to a

doctor.

__f___ While riding in a car, young children are h. open container law

free to move around in the back sear.

__d___ A high school girl who recently immigrated i. minimum age for drinking law

from Iran and wears her traditional dress

refuses to wear shorts and a T-shirt for

physical education class at her American

school.

j. gun control law

__e___ A refugee from Rwanda is driving a car

in Dayton, Ohio with an expired Rwandan k. minimum age for driving law

driver’s license.

Individual

Rights

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▪ U.S. Constitutional Rights

▪ Miranda Rights

▪ Civil Rights of 1964

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Unit Two - Rights – Constitutional Rights, Civil Rights of 1964, Miranda Rights

I. Miranda Rights: handout, Miranda Rights

Using this handout, identify and explain each right. Have the Ss identify how each of these rights

apply to them. Reinforce understanding by providing the following details:

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A. You have a right to remain silent to questions asked by law

enforcement. You do not have to talk to anyone, even if you have been arrested or are in jail. Only a judge can order you to answer questions. You do not have to answer any questions if you have been arrested. Ask for a lawyer right away.

B. You have a right to talk to a lawyer before you answer questions by law enforcement. Once you say that you want to talk to a lawyer, law enforcement officers should stop asking you questions. If you have a lawyer, give his/her name to the officers and ask to call your lawyer. Get the name, agency and telephone number of any investigator who visits you and give it to your lawyer.

C. If you cannot afford a lawyer, one will be given to you at no charge.

D. If you are arrested, you have the right to make one personal phone call – this could be to

a family member or your lawyer.

II. Constitutional Rights – handout, Bill of Rights

Using this handout, identify and explain each right. Have the Ss identify how each of these rights

apply to them. Reinforce understanding by providing the following details:

A. Fourth Amendment: the right to be protected from unlawful search and seizure

Law enforcement cannot search your home unless you give them permission or they have a search warrant which is a court order that allows the police to search your house. You may be asked questions before, during, or after the search, but you do not have to answer their questions. If the police have a warrant, you can ask to see it. It must specify in detail the places to be searched and the people or things to be taken away.

Exception: In an emergency (i.e., if a person is inside calling for help) officers can enter your house and search without a warrant.

B. Fifth Amendment: the right not to answer questions asked by a government agent

or law enforcement officer. You can be asked questions, but you cannot be arrested just for refusing to answer them. However police or government agents may be come suspicious of you if you refuse. Remember: If you choose to answer the question, but do not tell the truth, it is a crime.

C. If you are stopped on the street by law enforcement ask if you are free to go. If they

say yes, walk away. You are not under arrest but are not free to go, you are being detained. The police can pat down the outside of your clothing if they have reason to suspect you are armed and dangerous. You do not have answer questions, except for what is your name.

D. If you are stopped in a car, keep your hands where the police can see them. You do not

have to consent to a search. Except: if the police have probable cause to believe that you have been involved in a crime or that you have evidence of a crime in your car, your car can be searched without your consent. Officers may separate passengers and drivers from each other to question them and compare their answers, but no one has to answer any questions.

E. The law requires that you carry many types of official immigration papers with you at all

times. This includes: green card, I094, Employment Authorization Care, Border Crossing Card and/or other required INS papers that prove that you have registered with the INS.

F. Sixth Amendment says that people accused of crimes must have a fair trial. You have

the right to a jury and must be told what law the governments thinks you broke. You

have the right so see and hear the people who say you broke the law. You have a right to

bring witnesses to court to defend your account of the happening.

III. Civil Rights Act of 1964 handout, Civil Rights Act of 1965

Using this handout, identify and explain each right. Have the students identify how each of these rights apply to them. Reinforce understanding by providing the following details:

A. Prohibits employment discrimination based on race, religion, national origin

or sex.

B. A person cannot be fired from his/her job, harassed, or discriminated against

based on any of these factors.

1. Define and cite examples:

a. fired: to make someone leave his/her job

b. harassed: to annoy or threaten someone again and again

c. discriminate: to treat someone differently from another in an

unfair way

ex. Not allowed to be seated at a restaurant

IV. Wrap-up of Unit One: Check Students’ Understanding

Distribute the handout, Unit 2 Review, allowing students ample time to complete.

Collect and check. Redistribute and review at next class.

Or assign handout as homework and review at next class meeting.

Name __________________________________ Date ________________________

Unit 2 Review

Write which of the following three rights applies to these situations:

Bill of Rights, Miranda Rights, or Civil Rights

1. When you are arrested, you have a right to not answer questions by the police.

_____________________________________

2. You are often harassed by your co-workers because of your religious beliefs.

______________________________________

3. Neighbors on your street are meeting tonight to talk about the recent crime problems.

______________________________________

4. If you do not have the money to pay for an attorney, one will be given to you at no cost.

_______________________________________

5. You were given a speeding ticket for $250 because you were driving 10 miles over the speed limit.

_______________________________________

6. If the police interrogate you, they must read you this right.

_______________________________________

7. You are able to go to any church that you want.

_______________________________________

8. Once this right is read to you, an attorney can be present with you during questioning by the police.

______________________________________

9. If you are fired from your job, what right has been taken from you?

_______________________________________

10. A friend is giving a speech on “Is Communism the Answer?” at a local university.

_______________________________________

11. You cannot be refused a job because your nationality is not American.

_______________________________________

12. While your friend is at work, the police search his apartment without permission.

______________________________________

Name __________________________________ Date ________________________

Unit 2 Review - Answer Key

Write which of the following three rights applies to these situations:

Bill of Rights, Miranda Rights, or Civil Rights

1. When you are arrested, you have a right to not answer questions by the police.

Miranda Rights

2. You are often harassed by your co-workers because of your religious beliefs.

Civil Rights

3. Neighbors on your street are meeting tonight to talk about the recent crime problems.

Bill of Rights

4. If you are arrested and do not have the money to pay for an attorney , one will be given to you at no cost.

Miranda Rights

5. You were given a speeding ticket for $250 because you were driving 10 miles over the speed limit.

Bill of Rights

6. If the police interrogate you, they must read you these rights.

Miranda Rights

7. You are able to go to any church that you want.

Bill of Rights

8. Once this right is read to you, an attorney can be present with you during questioning by the police.

Miranda Rights

9. If you are fired from your job, what right has been taken from you?

Civil Rights

10. A friend is giving a speech on “Is Communism the Answer?” at a local university.

Bill of Rights

11. You cannot be refused a job because your nationality is not American.

Civil Rights

12. While your friend is at work, the police search his apartment without permission.

Bill of Rights

Bill of Rights to the U.S. Constitution

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1st Amendment:

Rights of: Freedom of speech

Freedom of the press

Freedom of religion

Freedom to hold meetings

Freedom to complain to the government

2nd Amendment:

Rights: to keep and bear arms

3rd Amendment:

Rights: no soldier in peace time shall be placed to live in any house without the

consent of the owner, nor in time of war unless stated by law.

4th Amendment:

Right: freedom to be safe in your home: no searches and seizures without issued warrants, describing the place to be searched and the persons or things to be seized.

5th Amendment:

Right: use of an indictment in all trials for capital crimes;

Life, liberty or property without due process of law;

Protection against the taking of private property of public use without just compensation (payment)

6th Amendment:

Right: to a speed and public trial

7th Amendment:

Right: to a jury trial

8th Amendment:

Right: no excessive bail and “cruel and unusual punishment”

9th and 10th Amendment:

Rights and powers: if not in the Constitution belong to the people and the states

|The Miranda Rights |

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|You have the right to remain silent. |

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|Anything you say can be used against you in a court of law |

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|You have the right to have an attorney present now and during any future questioning. |

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|If you cannot afford an attorney, one will be appointed to you free of charge if you wish |

▪ Your Miranda Rights prevent you from incriminating yourself if you confess to a crime at the time of your arrest or during questioning by the police.

▪ The law does not require the police to read you your rights at the time of arrest.

▪ The police are required to read you your rights before they interrogate you.

▪ If you are arrested, you have the right o make one personal phone call to a person of your choice.

Civil Rights Act of 1964

➢ You cannot be discriminated because of:

▪ race

▪ religion

▪ nationality

▪ sex – male, female

➢ You cannot be discriminated:

▪ for employment

▪ at public places, i.e. restaurants,

gas stations, taverns, public places

▪ at public schools or colleges

▪ in federally funded programs

Examining

Strategies

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▪ Education on DMV Laws

▪ Exploring Local Community Services

▪ Field Trips

▪ Guest Speakers

▪ Cultural Events

▪ Internet Research

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Unit Three – Examining Strategies

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I. Education on American laws

A. Using the Digest of Ohio Motor Vehicle Laws, review DMV laws pertaining to:

▪ Review instruction for first license applicants – pp. 1-14

▪ Bicycle laws – p. 63

▪ Safety belts – p. 40

▪ Child restraint – p. 41

▪ Pedestrians rules – pp.64 -65

▪ Riding on the Outside of a Vehicle – p.41

▪ Falsifying Driver License – p.43

▪ Driving Under Suspension – p. 45

▪ For students who want a driver’s license, refer them to the local BMV and

Digest of Ohio Motor Vehicle Laws .

B. Review local, state and federal laws pertaining to everyday life

1. Examples:

▪ Domestic violence

▪ Child neglect and abuse

▪ Mandatory education

▪ OSHA job safety regulations

▪ Animal cruelty

▪ Public intoxication

2. Ask students to suggest

additional laws which have

impacted their lives.

II. Exploring Local Community Services and Government

A. Explore Dayton community services by using the Dayton Community Services Listings and community brochures.

B. Identify and explain services offered by the individual agencies.

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C. Students could research additional information on community services at the library or on the

Internet.

D. Brainstorm with Ss which community services they would like to learn more about. Invite guest

speakers from some of these agencies to address the above issues. Have students prepare questions

in advance to ask the guest speaker.

III. Field Trips

1. Courthouse: Pre-Tour preparations: In class have students create a list of questions to ask court

personnel and write them in notebooks which will accompany them on the field trip.

During the courthouse interview, students can record answers in their notebooks.

a. Tour the courthouse

b. Observe a trial

c. Arrange with court official(s) to address your students before or after the tour.

d. In a class following the tour, have the students share their impressions and discuss Q’s and A’s

from their notebooks.

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2. Health clinic – Pre-tour Preparations: In class discuss availability of health clinics in the

community. Ask: Have any students used them? Have students share their

experiences. Are Ss familiar with income-based or sliding scale charges?

a. Prepare a list of health clinics and distribute to students.

b. Invite clinician as a guest speaker to explain health services to the students.

c. Visit a health clinic.

Students to prepare questions in advance of the visit.

▪ the health services

▪ criteria to qualify for clinic care

▪ new client process

▪ costs

▪ other questions

3. Cultural Festivals - Dayton, Ohio has numerous cultural festivals during the summer months.

Ask students if they have attended any if these festivals and share impressions.

The following is a list by month. Find brochures on each of these festivals to share with students.

Discuss themes and content of each.

➢ MAY:

World A’Fair – Dayton Convention Center

➢ JUNE:

Fiesta Latino Americans – RiverScape

➢ JULY:

Black Cultural Festival

German/American Festival

Celtic Festival

➢ AUGUST:

Chinese Festival – Kettering

German Picnic – Carillon Park

Lebanese Festival – RiverScape

➢ SEPTEMBER:

Hispanic Heritage Festival – RiverScape

Greek Festival – Greek Orthadox Church

Oktoberfest – Dayton Art Institute

Italian Fall Fiesta – Beavercreek

IV. Guest Speakers

A. Panel of Community Officials, consisting of law enforcement, service providers, lawyers/judges,

members of neighborhood and civic associations

❑ Have Ss to prepare questions and submit to the panel members prior to their appearance.

❑ Assign a student to take notes on the panel’s responses

1. Ask panel members to share their understanding of and experience with cultural conflict issues

and a their knowledge of actions being taken to resolve them. Addressing such questions as:

a. What are cultural problems within our community?

b. How are our community leaders addressing solutions to these problems?

c. What local organizations are available for immigrants/refugees assistance?

2. Students could identify additional cultural conflict issues and ask the panel to address them.

3. Ask panel to address immigration issues and laws re: refugees, immigrants and their families

4. Follow-up

❑ Discuss content of panel’s presentation.

❑ Students write about one new item of information that they learned from the presentation

and how it applies to them.

B. Police Officer, preferably one of Hispanic or other ethnic origin

1. Invite a police officer as a guest speaker to discuss the role of law enforcement in their

community. As a class activity and prior to the guest speaker’s presentation, have students create a list of issues encountered by the ethnic population in their neighborhood and prepare questions to ask the officer regarding these issues.

2. Practice asking these questions prior to guest speaker’s appearance.

3. Each student or select students could ask questions to the guest speaker.

4. Students record answers in their notebooks.

5. At the next class meeting, review the questions and answers.

V. Cultural Events

A. Plan a class or school multicultural show, exhibit, and/or luncheon, sharing history, clothes, crafts,

music, photographs. Decide on a name for the event. Assign duties to each class level or student

government representatives, i.e. taking pictures, making posters, writing a program, set-up, clean-up,

etc. Invite the media to cover the event. Encourage students to be interviewed by media representatives.

Create an album of photographs of event.

B. Plan multi-cultural exhibit with the local library. Various ESOL programs and ethnic organizations could contribute displays. Invite the public and media.

VI. Internet Research - Resources:

• Immigration Civil Rights: ImmigrantsRights/ImmigrantsRightsMain.cfm

• Local Courts or Police Search the Internet using . In the search box, type the name of your city, county or state and the words courts, police, or government. Hit Search button. Example: Dayton, Ohio courts

• Immigration Lawyers Referral Service: ilrs@Can help find an immigration attorney in your area through our Immigration Lawyer Referral Service (ILRS).

VII. Brainstorming Activities

▪ Create cultural and legal orientation sessions for refugees and immigrants

▪ Raise legal and cultural issues during ESOL classes.

▪ Investigate Victim Assistance Network

▪ Have newly arrived immigrants and refugees (students) speak about their American experiences in ESOL classes

▪ Implement peer mentoring by having ESOL students who have lived in the U.S. for a time mentor newly arrived immigrants and refugees (students)

▪ Referral Contact Info:

o American-Arab Anti-Discrimination Committee – (202)244-2990American Immigration Lawyers Association – 1-800-954-0254

Name _______________________________________ Date _______________________

Compare and Contrast Driving Laws

U.S. Driving Laws vs. Driving Laws of Your Country

|How they are the same |How they are different |

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Name _____________________________ Date _________________________

General Review

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True or False: write T for true and F for false in the space before the statement.

_____ 1. All immigrants/refugees must have visas to come into the United States.

_____ 2. Domestic Violence is allowed in the United States.

_____ 3. It is alright to kill chickens as part of a religious practice in Dayton, Ohio.

_____ 4. Children must go to school in the United States.

_____ 5. You can drive without a driver’s license in Montgomery County, Ohio.

_____ 6. Small children must use child safety seats while riding in a vehicle in the U.S.

_____ 7. Guns may be carried in your car without a gun license.

_____ 8. Some schools in the U.S. have dress codes, but you do not have to follow them.

_____ 9. The Bill of Rights gives you freedom to speak against the war in Iraq.

_____ 10. You can be fired from a job because you are an immigrant.

_____ 11. If you are arrested, you have a right to not answer the police’s questions.

_____ 12. The police may search your house anytime without your permission.

Short answers

1. Write about a difficult experience that you have had as an immigrant or refugee to the United States.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. Name one culture clash and tell why it was a problem for you or someone who you know.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. If you could change one U.S. immigration law, which would it be? Why?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4. How would you improve the lives of immigrants and refugees in Dayton, Ohio?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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Identify

the

Problems

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▪ Family Matters

▪ Religious Practices

▪ Driving Issue

▪ Other Issues

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Brainstorm:

Students Discuss:

➢ What is your native language?

➢ Do they prefer to speak in their native languages or than English? Why?

➢ What were the major problems you had when you came to live in the U.S.?

➢ What do you like about living in your community?

➢ What is difficult about living in your community?

Record responses on the board.

Unit One

Unit 1

Writing Exercise

Using handout, Brainstorming #1, have students write their answers. After 10 minutes, have students share their written responses. Instructor could record answers on the board.

New Words: Family Matters

abuse

battering

corporal punishment

domestic violence

mandatory

neglect

New Words: Religious Practices

co-ed

cruelty

physical education

regulations

sacrifices

safety

zoning ordinances

Students break into groups and discuss:

1. Do you feel that when you moved to the Dayton area

you had to adjust to a new culture?

If so, what adjustments did you have to make?

2. Have one person in each group be responsible

for reporting to the class the group’s response.

Regroup and share.

New Words: Driving

enforce intoxicated

expire license

fees registration

financially requirement

illegal safety seat

insurance safety belt

vehicle

Students break into groups:

Using the Digest of Ohio Motor Vehicle Laws, designate a group representative and assign to each group one of the following topics to research:

▪ driving with a foreign license

▪ car insurance

▪ safety belts

▪ child safety sears

▪ using alcohol while driving

▪ traffic crash reporting requirements

Regroup and have group representative report findings to class.

New Words: Cultural Issues

firearms

gun permit

gun registration

medical

procedure

unregistered

Unit Two

You have the right to remain silent. Anything you say can be used against you in a court of law. You have

the right to have an attorney present now and during any future questioning. If you cannot afford an attorney, one will be appointed to you free of charge if you wish.

New Words: Rights

afford lawyer

agency officer

arrested personal

investigate right

jail silent

interrogate judge

law enforcement

New Words: Rights

accuse

armed

arrest

consent

dangerous

emergency

law enforcement

officer

official

probable cause

protect

search

seizure

warrant

New Words: Rights

discrimination

fired

harassed

national origin

race

religion

sex

Unit Three

Student Activity:

1. Make a list of things that keep immigrant’s native culture strong. Record on board.

2. List the reasons why some immigrants do not stay connected to their native cultures. Record on

the board.

Student Activity:

Using a local community service directory, have students research services for the following:

▪ domestic violence

▪ child abuse/neglect

▪ discrimination

▪ medical care

▪ child care

▪ transportation

▪ cultural groups

▪ legal issues

▪ programs for children

▪ immigration problems

Student Activity: handout: Comparing and contrasting US driving laws

with laws in the students native countries

1. Break into groups, assigning each group a separate DMV law.

2. Have each group complete handout, Compare and Contrast Driving Rules.

3. Regroup and share answers.

Reinforcement Activity:

▪ Invite local law enforcement to speak on laws which impact your students’ everyday life in the U.S. If your community has officers who are of the same ethic origin, request them as speakers. The students possibly will relate better and be comfortable in interacting with the speakers.

▪ Invite representative from Legal Aid to address legal services that are provided by this agency.

Student Activities

▪ Have students write a summary of this experience.

▪ Have them compare and contrast the court system in the U.S. to that of their native countries.

Student Activity

Students choose a community service, write about its benefits, and give oral reports to class.

▪

Student Activity

Research information about the above cultural festivals on the Internet

Plan a class trip to one or several of the above cultural festivals. Students could:

▪ Give oral presentations of their perceptions of one of these festivals

▪ Compare one of these ethnic festivals to such a festival in their native country.

▪ Write a summary of their experience at a festival.

Student Activity:

Discussion: Students share their experiences with violation of Miranda Rights, Constitutional Rights or

Civil Rights.

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