Dreamers Act https://www.congress.gov/bill/115th-congress/house-bill/3695 https://www.congress.gov/bill/115th-congress/house-bill/532

1. OVER 50 MILLION HISPANICS AND
OTHER FOREIGN STUDENTS THAT LIVE
IN THE UNITED STATES OF AMERICA
THE MINORITY GROUPS HAVE THE
LARGEST GROWTH RATE IN THE
NATION
THE MAJOR CONCENTRATIONS OF
HISPANICS ARE FROM NUEVO MEXICO,
TEJAS CALIFORNIA, NUEVO YORK,
NEW JERSEY Y LA FLORIDA

2. FOREIGN STUDENTS
• The population of foreign
students in the universities
in the United States is over
650,000.
• A majority of the students
are from countries such as
Spain, Chile, El Salvador and
Mexico.

3. HISPANIC
PANORAMA
The United States has many bilingual services to
offer Hispanic and other foreign students.
 The United States also offer a large variety of
computer programs for Hispanic and other
foreign students to assist bilingual studies.
 North America also offers a large variety of
reading material such as newspapers, magazines
and library books to assist with learning about
the Latina and other foreign communities
located in the United States.

4. MEXICAN AND JAPANESE
FOOD IS VERY POPULAR IN
THE UNITED STATES
ESPECIALLY AMONG
COLLEGE STUDENTS.
 Foreign students also
enjoy celebrating the
many intercultural
festivals that the United
States has to offer, such as
Cinco de Mayo

5. LEARNING AMERICA’S LIBERTY AND FREEDOM
From Constitutional
Interpretation to Judicial
Activism: The Transformation of
Judicial Review in America
 Judicial Review is not the limited
power now that it was in 1789,
which is 3 different sorts of power.
 “Traditional” period, from birth of
Constitution until the end of the
19th century. Referred to as fair
reading moderate judicial review.
 “Transitional” period from 19th until
1937 traditional theory with activist
judicial review.
 “Modern” period until present has
new activist theories of constitution
interpretation and judicial review.
Constitutional
Interpretation and
British Law
 Two most important rules for
interpretation during the
founding were:
 Relative paucity of discussions
about them.
 Constitutional interpretation was
viewed as a special case of the
rules of statutory interpretation
developed in British Law.
 H. Jefferson Powell has a
different view in “Consensus and
Objectivity in Early Constitutional
Interpretation.
C. Wolfe
Judicial Review
 The most important argument
presented in both statements
flows from reasoning abut the
nature of a written constitution.
 A written constitution that
contains limits on government
must be regarded as superior to
ordinary law otherwise limits are
illusory.
 Laws Contrary to the
Constitution are therefore void.
This is because the interpretation
of the laws is the province of the
court. Federalist 78. The
Judiciary Department (1788).

6. TEACHING THE VIRTUES AND ETHICS TO FOREIGN
STUDENTS
 American colleges teach students to debate on subjects such as abortion, euthanasia,
capital punishment, DNA research and transplant surgery.
 Students are also being taught private decency, honesty, personal responsibility and honor.
 Students are also being taught the importance of reasonable moral judgement. For example, a
Harvard instructor teaching the history of the Second World War and the rise of the Nazi. His
Harvard students believed that the Holocaust was considered, “no fault history.”

7. SELF RELIANCE
RALPH WALDO EMERSON (1803-1882)
Ne te quaesiveris extra
“Man is his own star; and the soul that can
Render an honest and a perfect man,
Commands all light, all influence, all fate,
Nothing to him falls early or to late.
Our acts our angels are, or good or ill,
Our fatal shadows that walk try us still.”
Epilogue to Beaumont and Fletcher’s Honest Man’s Fortune

8.  IMPORTANT HISPANIC INSTRUCTORS ARE
ANA C. JARVIS
NATIVE OF PARAGUAY
ATTENDED SCHOOL IN ARGENTINA AND CALIFORNIA
RACHEL LEBREDO
NATIVE CAMAGUEY, CUBA
ATTENDED SCHOOL HAVANA AND UNIVERSITY OF HAVANA, RECEIVED YWCA,
“WOMEN OF ACHIEVEMENT” AWARD
FRANCISCO MENA-AYLLON
NATIVE MADRID, SPAIN
ATTENDED SCHOOL CALIFORNIA, POETRY IN SPAIN, LATIN AMERICA AND UNITED
STATES. LISTED IN QUIEN ES QUIEN EN LAS LETRAS ESPANOLAS. (WHO’S WHO IN
SPANISH LETTERS) CONTRIBUTOR TO CONTEMPORARY SPANISH LITERATURE.