Empowering Global Citizens

to negative). (See http://www.amazon.corn/Taxi—Dreams/product—reviews/

BOOOK15W7U.)

Using this as a backdrop, students will use online mediums to connect with
young people in different schools. They will examine the ways immigrants are
treated in their societies, the stereotypes and generalizations made about im‘

migrants, and the degree to which they have assimilated into their societies.

Based on this activity, the students will write a “State of Migrants” blog post
and create an online collage of pictures representing the immigrant experi—

ence in different countries in the world.

Alternatively, students could also work on exploring some famous immi—
grants in the United States and examining their unique contributions to the
development of society in the United States over the years.

Activity 8.6.5

In this unit, the students revisit the UDI—IR and are introduced to the role
of the United Nations High Commissioner for Refugees and to the concept
of refugee rights. In addition, students are split into two groups that will
debate the pros and cons of immigration and the need for an immigration
policy in particular. Students examine each side of the debate and the issues
associated with illegal immigration, resource drains, and so on. They may
be presented with an immigration—related dilemma (e.g., given existing push
factors in instances of forced migration, what might the pull factors be, and

what can governments do?).

The focus is not on going into great depth, as that involves a higher order
of understanding. Instead, the focus is on helping students understand that
there are pros and cons to every policy. The teacher should be sensitive and
extremely careful to ensure that no one particular group is targeted or stiga

matized in any manner.

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