Fernando M. Reimers et a].

think about which of the three factors above could be part of the reason for
these exoduses.

Activity 8.6.3

In this activity, students are divided into two groups. Each group repre—
sents a host country (e.g., the United States) and a sending country (e.g.,
Mexico). In each of the two groups, the students undertake research on the
possible impacts of immigration on the two countries. The aim is for stu—
dents to understand that immigration may impact each of the countries very
differently Students will then be asked to write an op—ed regarding what
they believe the costs and benefits of migration are for each of the groups
they represent. Some possible discussion points could revolve around the
following:

0 The concept of Brain Drain (the depletion of the human—resource
pool) in Mexico

° Examining who within a household or family bears the brunt ofim~
migration? (Consider those who use household resources to migrate
and thus drain the resources of those left behind, and remember
that men are more likely to immigrate than women, and thus, fami—
lies have to fend for themselves.)

0 The consequence of immigration for the country of origin: An in—
crease in remittances for Mexico, which contributes to the growth
of the economy and to the availability of and access to increased
disposable income for households (human capital investments).

Activity 8.6.4

Students are introduced to the PBS documentary YZzxz' Dreams, and they
View clips and interviews with thirteen New York City taxi drivers. The
interviews include their reasons and motivations for moving to New York

City and a summary of the experiences they’ve had (ranging from positive

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