Fernando M. Reimers et a1.

3. Students will understand the trade—offs between the costs and benefits
associated with migration for the host country and countries of origin.

4. Students will articulate the diversity of experiences that immigrants
have and reflect on how those experiences can be positive and en—
riching ones.

5. Students will explore refugee rights and immigrant rights and be
aware of the pros and cons associated with immigration policy.

Activity 8.6.1

The students are asked to interview an adult in their family as well as one
other person (with adult supervision) who isn’t a family member but is
someone the students know (e.g., the owner of a favorite shop, a salesman
in a shop, a family friend, etc.)14 In class each student will present a profile of
those people based on the interviews. The students present on where these
people were originally from, when they moved to the United States, and
why they moved to the United States.

The teacher draws on the discussion and helps introduce the class to the
various reasons migration occurs and the fact that it’s an ongoing pro~
cess. The aim is also to show that migration can occur internationally and
domestically.

Activity 8.6.2

The teacher provides students with some daunting figures on migration
and possibly with a map of global migrant flows in the world—that is, a
map that shows where people are moving to. (See http://www.nytimes.

com/ref/world/ZOO70622_CAPEVERDE_GRAPHIC.html#. ) The stu—

dents are asked to speculate about the reasons for these movements. Based

14 The aim ofthis activity is also for students to understand how to collect data and undertake
research and for them to gain confidence in speaking with people other than those whom they
know within their immediate familial context.

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