Migration between Mexico and the United States is a complex issue with many causes and effects. Poverty and lack of opportunities in Mexico push many to migrate north, where there are more jobs and higher wages in the United States. However, illegal migration across the long border is a problem that costs both countries millions to address. While migrant workers benefit the US economy through their low-cost labor, they are also seen as drain and can cause social tensions. Remittances from migrants have become an important source of income for Mexico, but migration also creates imbalances like labor shortages and changes to family structure in Mexican towns.
This presentation was made with grade 8 (2nd form) students in mind. It may assist older students to some extent, but was specifically designed for lower school students.
FMO has adopted the definition of ‘forced migration’ promoted by the International Association for the Study of Forced Migration (IASFM) which describes it as ‘a general term that refers to the movements of refugees and internally displaced people (those displaced by conflicts) as well as people displaced by natural or environmental disasters, chemical or nuclear disasters, famine, or development projects.’ FMO views forced migration as a complex, wide-ranging and pervasive set of phenomena. The study of forced migration is multidisciplinary, international, and multisectoral, incorporating academic, practitioner, agency and local perspectives. FMO focuses on three separate, although sometimes simultaneous and inter-related, types of forced migration. These three types are categorized according to their causal factors: conflict, development policies and projects, and disasters.
Migration – the temporary or permanent movement of people from one place to another.
Migration impacts on population change. It is difficult to account for this population change as much migration is illegal and not accounted for. The government often underestimate the number of migrants to help boost support, while the press often overestimate the number of migrants to sell sensational news articles.
Migration is a common phenomenon.The world is shrinking. The world is becoming a global village.Country boundaries and barriers no longer restrict people movement.
A study into the causes of modern slavery and human trafficking. Human Trafficking Project - 1st Likeyo Kalyvia (Athens, Greece) and Liceo Classico-Linguistico "F. Petrarca" (Trieste, Italy)
Forced migration has accompanied persecution, as well as war, throughout human history but has only become a topic of serious study and discussion relatively recently. This increased attention is the result of greater ease of travel, allowing displaced persons to flee to nations far removed from their homes, the creation of an international legal structure of human rights, and the realizations that the destabilizing effects of forced migration, especially in parts of Africa, the Middle East, south and central Asia, ripple out well beyond the immediate region.
This presentation was made with grade 8 (2nd form) students in mind. It may assist older students to some extent, but was specifically designed for lower school students.
FMO has adopted the definition of ‘forced migration’ promoted by the International Association for the Study of Forced Migration (IASFM) which describes it as ‘a general term that refers to the movements of refugees and internally displaced people (those displaced by conflicts) as well as people displaced by natural or environmental disasters, chemical or nuclear disasters, famine, or development projects.’ FMO views forced migration as a complex, wide-ranging and pervasive set of phenomena. The study of forced migration is multidisciplinary, international, and multisectoral, incorporating academic, practitioner, agency and local perspectives. FMO focuses on three separate, although sometimes simultaneous and inter-related, types of forced migration. These three types are categorized according to their causal factors: conflict, development policies and projects, and disasters.
Migration – the temporary or permanent movement of people from one place to another.
Migration impacts on population change. It is difficult to account for this population change as much migration is illegal and not accounted for. The government often underestimate the number of migrants to help boost support, while the press often overestimate the number of migrants to sell sensational news articles.
Migration is a common phenomenon.The world is shrinking. The world is becoming a global village.Country boundaries and barriers no longer restrict people movement.
A study into the causes of modern slavery and human trafficking. Human Trafficking Project - 1st Likeyo Kalyvia (Athens, Greece) and Liceo Classico-Linguistico "F. Petrarca" (Trieste, Italy)
Forced migration has accompanied persecution, as well as war, throughout human history but has only become a topic of serious study and discussion relatively recently. This increased attention is the result of greater ease of travel, allowing displaced persons to flee to nations far removed from their homes, the creation of an international legal structure of human rights, and the realizations that the destabilizing effects of forced migration, especially in parts of Africa, the Middle East, south and central Asia, ripple out well beyond the immediate region.
Us Immigration Policy Presentation At Ardsley Hs 2009russell2008
I used this slide show during my presentation on the immigration issue at Ardsley High School in Westchester County, New York. I was a congressional candidate in 2008 and supported the control of illegal immigration control and the reduction of legal immigration. My congressional website is www.RussellforCongress.com.
In 2007 I traveled to rural Mexico with the Puentes/Bridges Program. In February 2008 I shared my experience at a Southern Wisconsin Rural Imigration Summit.
US Immigration Policy by Jim Russell, Ph.D.russell2008
US Immigration Presentation to the Senior Class of Ardsley High School, NY on October 31, 2007 by Jim Russell, Ph.D., Chairman of Westchester-Rockland Citizens for Immigration Control.
US Immigration Policy Presentation at Ardsley HSrussell2008
US Immigration Presentation to the Senior Class of Ardsley High School, NY on October 31, 2007 by Jim Russell, Ph.D., Chairman of Westchester-Rockland Citizens for Immigration Control.
309People of MexicanHeritageChapter 18RICK ZOUCH.docxpriestmanmable
309
People of Mexican
Heritage
Chapter 18
RICK ZOUCHA and CECILIA A. ZAMARRIPA
Overview, Inhabited Localities,
and Topography
OVERVIEW
People of Mexican heritage are a very diverse group geo-
graphically, historically, and culturally and are not easy to
describe. Although no specific set of characteristics can
fully describe people of Mexican heritage, some common-
alities distinguish them as an ethnic group, with many
regional variations that reflect subcultures in Mexico and
in the United States. A common term used to describe
Spanish-speaking populations in the United States,
including people of Mexican heritage, is Hispanic.
However, the term can be misleading and can encompass
many different people clustered together owing to a com-
mon heritage and lineage from Spain. Many Hispanic
people prefer to be identified by descriptors more specific
to their cultural heritage, such as Mexican, Mexican
American, Latin American, Spanish American, Chicano,
Latino, or Ladino. Therefore, when referring to Mexican
Americans, use that phrase instead of Hispanic or Latino
(Vázquez, 2001). As a broad ethnic group, people of
Mexican heritage often refer to themselves as la raza,
which means “the race.” The Spanish word for race has a
different meaning than the American interpretation of
race. The concept of la raza has brought people together
from separate worlds to make families and is about inclu-
sion (Vázquez, 2000).
HERITAGE AND RESIDENCE
Mexico, with a population of 107,449,525 (CIA, 2007), is
a blend of Spanish white and Indian, Native American,
Middle Eastern, and African. Mexican Americans are
descendants of Spanish and other European whites;
Aztec, Mayan, and other Central American Indians; and
Inca and other South American Indians as well as people
from Africa (Schmal & Madrer, 2007). Some individuals
can trace their heritage to North American Indian tribes
in the southwestern part of the United States.
Mexico City, one of the largest cities in the world, has
a population of over 20 million. Mexico is undergoing
rapid changes in business and health-care practices.
Undoubtedly, these changes have accelerated and will
continue to accelerate with the passage of the North
American Free Trade Agreement as people are more able
to move across the border to seek employment and edu-
cational opportunities.
Historically, people of Mexican heritage lived on the
land that is now known as the southwestern United
States for generations, long before the first white settlers
came to the territory. By 1853, approximately 80,000
Spanish-speaking settlers lived in the area lost by Mexico
during the Texas Rebellion, the Mexican War, and the
Gadsden Purchase. After the northern part of Mexico was
annexed to the United States, the settlers were not offi-
cially considered immigrants but were often viewed as
foreigners by incoming white Americans. By 1900,
Mexican Americans numbered approximately 200,000.
However, during the “Great Migration” between 1900
.
List of student run learning activities for the Saturday morning study of Core Patterns and Change. They went really well and kids enjoyed doing them. Can be adapted easily.
IB Geography - Tourism management in rural areasgeographypods
Focus on the Peak District National Park - UK. Crib sheet to go with the factsheets that are published on the Peak District National Park website.
http://www.peakdistrict.gov.uk/index/learning-about/factsheets.htm
River Management in Toulouse - GCSE Geography Case Studygeographypods
Case study for river flood defence strategies. Site is in French, suitable for most of my students as they have French as a second or first language. Google Translate may come in handy otherwise.
1. Migration - Mexico to the USAIB Geography H/L Extension Objective: To explain the causes and effects of the flow of labour between Mexico and the USA.
2. Whatis the situation? There is a 2000km border between USA and Mexico. 1 million + Mexicans migrate to the USA every year. Illegal migration is a huge problem for USA and Mexico US Border Patrol guard the border and try to prevent illegal immigrants 850,000 were caught in 1995 and were deported
3. Push Factors Poor medical facilities - 1800 per doctor Low paid jobs - (GDP = $13,800) Adult literacy rates 86% - (poorer education prospects although has been improved recently possibly to due high remittance levels) Life expectancy 72 yrs 5-25% Unemployed 25% - Underemployed
4. Pull Factors Excellent medical facilities - 400 per doctor Well paid jobs - GDP = $47,400) Adult literacy rates 99% - good education prospects Life expectancy 78 yrs Many jobs available for low paid workers such as Mexicans
5. What are the impacts on the USA Illegal migration costs the USA millions of dollars for border patrols and prisons Mexicans are seen as a drain on the USA economy Migrant workers keep wages low which affects Americans They cause problems in cities due cultural and racial issues Mexican migrants benefit the US economy by working for low wages Mexican culture has enriched the US border states with food, language and music The incidents of TB has been increasing greatly due to the increased migration
6. What are the impacts on Mexico? The Mexican countryside has a shortage of economically active people Many men emigrate leaving a majority of women who have trouble finding marriage partners Young people tend to migrate leaving the old and the very young Legal and illegal immigrants together send some $6 billion a year back to Mexico Certain villages such as Santa Ines have lost 2/3 of its inhabitants Thanks to www.sln.org.uk
7. Resources for your case study. Mapping migration http://www.uwec.edu/geography/Ivogeler/w188/border/Mexicans-moneyFlows-map.gif Whymigrate? http://www.uwec.edu/geography/Ivogeler/w188/border/migrate.htm 25 page case studyhttp://irps.ucsd.edu/assets/004/5380.pdf