Recently in National and International Politics Category

Border Control and Technology

The following resource utilizes articles, images and videos that describe the use of sophisticated technologies to control migration at the border between the United State and Mexico. The goal is to encourage students to understand how technology is not neutral, but functions in complex political and economic contexts, often to foster exclusion of certain racial and ethnic groups.

Gatekeeping

This resource presents political cartoons from four different national contexts. Its goal is to further understandings of the ways in which nation-states affect individuals' ability to move freely around the world.

Immigration, Demographic Change, and National Identity

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.

Migration and Sex: Trafficked Humans or Sex Workers?

This resource includes a handbook and report related to contemporary debates about women migrants and sex. Its goal is to complicate stereotypes that depict women migration who engage in sex as either victims or agents.

Projecting Maps, Making Representations

merc2.jpgThis resource compares four different world maps. Its goals are to encourage critical thinking about maps as representations and to show how maps influence the ways in which one conceptualizes the world.

There is not a specific state standard for 9-12 Geography that deals with map distortion, though many teachers may find this useful as an introductory activity or an exercise in critical thinking.

This lesson addresses state teaching standards:

IV. HISTORICAL SKILLS B. Historical Resources: 1. Students will identify, describe, and extract information from various types of historical sources, both primary and secondary. 2. Students will assess the credibility and determine appropriate use of different sorts of sources.

V. GEOGRAPHY B. Essential Skills: The student will use maps, globes, geographic information systems, and other databases to answer geographic questions at a variety of scales from local to global.

Refugees in Contemporary Global Migration

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.

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