Teaching Content, Themes, and Skills in the Collegiate Setting: Conservatives' Responses to Immigration in the United States during the Twentieth Century

This paper centers on the issue of how collegiate instructors promote the teaching of content, themes, and historical thinking skills by using the example of how conservatives in the United States responded to the issue of immigration in the twentieth century.  
The paper relates to several components of the revised A. P. United States history curriculum framework.  Its starting point is Key Concept 9.1: A New Conservatism Challenges Liberal Dominance.  This concept is grounded chronologically in United States history since 1980.  Within that time period, the paper will examine how conservatives of various ideological persuasions (for example, social/religious conservatives and economically libertarian conservatives) viewed immigration.  Conservatism was/is not monolithic regarding immigration.  
In addition to this content matter, the paper will incorporate two other parts of the new curriculum framework.  Immigration relates to three of the core themes of the new framework--Ideas, Beliefs, and Culture, America and the World, and Politics and Power) .  Finally, the paper will explore how collegiate teachers promote the historical thinking skill of evaluating change over time through comparing and contrasting how conservatives’ responses to immigration were similar to and different from their  responses to immigration in the 1910s and 1920s.  Particular emphasis will be paid to matters such as:    
--the extent to which conservatives in each period viewed immigration as beneficial and/or harmful to the United States socially, economically, and politically
--the types of policy positions favored by various conservatives
--factors contributing to conservatives’ responses to immigration