This resource consists of videos concerning the education of migrant workers' children in Shanghai, China and in the United States.Their goal is to help us think critically about the impact of migration on the education and integration of migrants' children in different national and international contexts.
This resource uses a text and graft to show how the gender ratio of international migrants--the proportion of male to female migrants--has changed over time. Its goal is to stimulate thinking about shifting gender ratios in global migration and to consider how migration affects men and women differently.
The goal of this resource is to stimulate critical thinking about how immigration relates to demographic change and shapes national identity. This resource includes two documents: one is written by a senior Japanese immigration officer who discusses Japan's immigration policy options, and the other is written by a Harvard professor who questions the influence of Hispanic immigrants on the United States.
This lesson addresses state teaching standards:
V. GEOGRAPHY C. Spatial Organization: Migration to the United States from Europe, Africa and Asia; migration within the United States; refugee movements, and labor migrations.
This resource includes memoirs of two women who were forced to flee civil conflicts in their countries. The goal is to further the understanding of how men and women experience political and religious exile differently.
The following sources include a poem and newspaper article that deal with contemporary issues of migration and foodways. Its goal is to examine food as an assertion of ethnic identity and as a site of cultural exchange and contestation between countries and people.
This lesson addresses state teaching standards:
III. WORLD HISTORY F. Emergence of a Global Age, 1450 AD - 1800 AD: 2. Students will explain the consequences of the exchange of plants, animals, and disease microorganisms in both the Americas and Eurasia. 3. Students will explain the development of a world market of mineral and agricultural commodities.
I. US HISTORY B. Three Worlds Converge, 1450-1763: 2. Students will explain the consequences of the exchange of plants, animals, and disease microorganisms in both the Americas and Eurasia. 3. Students will explain the development of a world market of mineral and agricultural commodities.
The following sources include a news report in 2007 on Iraqi refugees in Sweden and interviews in 1998 of Hmong refugees living in Minnesota. Its goal is to explore the refugee experience, both from an international or geopolitical perspective and from a personal standpoint.
This lesson addresses state teaching standards:
V. GEOGRAPHY C. Spatial Organization: The student will understand the regional distribution of the human population at local to global scales and its patterns of change. Example: Refugee movements.
II. MINNESOTA HISTORY G. Post-World War II to the Present: Students will identify and describe significant demographic changes in Minnesota and issues related to those changes and analyze the significance of their impact.
This resource compares oral history and in-depth interviews about two different periods of immigration to the United States. Its goal is to complicate notions of migration as a unidirectional and permanent activity.
This lesson addresses state teaching standards:
II. MINNESOTA HISTORY G. Post-World War II to the Present: Benchmark 2. Students will identify and describe significant demographic changes in Minnesota and issues related to those changes and analyze the significance of their impact. 3. Hispanic, African and Southeast Asian immigrants, growth of suburbs, rural population loss
