According to Professor Bryan Caplan of George Mason University, many people suffer from "anti-foreign bias", believing that countries should prioritize goods made within their own borders and limit immigration to preserve jobs for citizens. In this video, Professor Caplan explains how trade and immigration actually increase wealth for everyone.

Urban governance comprises the various forces, institutions, and movements that guide economic and physical development, the distribution of resources, social interactions, and other aspects of daily life in urban areas. This course examines governance from legal, political, social, and economic perspectives. In addition, we will discuss how these structures constrain collective decision making about particular urban issues (immigration, education…). Assignments will be nightly readings and a short paper relating an urban issue to the frameworks outlined in the class.

This course approaches the question of what constitutes Frenchness in today’s era of globalization through issues of memory, belonging, and cultural production. It explores the role of timeless traditions – common technologies, an internationally-spoken language, monuments open to the world, and foods such as wine and cheese – that remain quintessentially French. The course also covers recent scandals about France’s role in the world, such as its colonial identity and Dominique Strauss-Kahn’s New York debacle.
Taught in French.

This course explores how gender shaped the historical experiences and cultural productions in the North American West during the time it was being explored, settled, and imagined. The North American West of the late nineteenth and early twentieth centuries provides a fascinating case study of the shifting meanings of gender, race, citizenship, and power in border societies. As the site of migration, settlement, and displacement, it spawned contests over land, labor disputes, inter-ethnic conflicts and peaceful relations, and many kinds of cultural productions.
The Graduate Consortium in Women’s Studies (GCWS)
This course is part of the Graduate Consortium in Women’s Studies. The GCWS at MIT brings together scholars and teachers at nine degree-granting institutions in the Boston area who are devoted to graduate teaching and research in Women’s Studies and to advancing interdisciplinary Women’s Studies scholarship. Learn more about the GCWS.

This course uses theories of gender to explore sociopolitical, ethical and theological perspectives on immigration policy, with a focus on the U.S. The course begins with an overview of global developments in the feminization of migration and ethical and policy dilemmas that are specific to the current era.

This kit provides the materials and background information needed to engage students in a dynamic and constructive process of learning how global media perspectives differ based on country of production, media source, target audience, and political and social context. There are five lessons representing important issues and media documents from: Africa (news and documentary film clips about the food crisis), Latin America (editorial cartoons about immigration), Europe (news and documentary film clips about Islam and cultural identity), India (magazine covers about India's rise in the global economy), and Southeast Asia (websites concerning Islamic majorities and minorities).

This subject examines the paradoxes of contemporary globalization. Through lectures, discussions and student presentations, we will study the cultural, linguistic, social and political impact of globalization across broad international borders.
We will pay attention to the subtle interplay of history, geography, language and cultural norms that gave rise to specific ways of life. The materials for the course include fiction, nonfiction, audio pieces, maps and visual materials.

This subject examines the paradoxes of contemporary globalization. Through lectures, discussions and student presentations, we will study the cultural, linguistic, social and political impact of globalization across broad international borders.
We will pay attention to the subtle interplay of history, geography, language and cultural norms that gave rise to specific ways of life. The materials for the course include fiction, nonfiction, audio pieces, maps and visual materials.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Lifestyle changes on both the individual and societal scale cause profound changes to the gut microbial community. Transitioning to a more Western lifestyle has been previously linked with reduced fermentative capability in the gut microbiome, as well as increasing incidence of various diseases like diabetes. To better understand these types of microbial community shifts, researchers looked at over 5000 residents of Amsterdam. They compared first- and second-generation residents from various ethnic backgrounds. The goal was to examine the directional changes in microbiomes after immigration to the Netherlands. Second-generation Moroccans and Turks as well as younger Dutch participants showed an overall shift toward less diverse and less fermentative gut microbes and an increased abundance of a cluster of microbes, here called the BBB cluster, that is associated with a Western lifestyle..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Immigration has been a touchstone of the American experience since the country’s founding. As part of this group, migrant workers are a large part of the workforce.
GoPro Challenge has now allowed educators and curriculum designers to use GoPro equipment to capture the ordinary world in ways that have never been seen before. The intimate look at the POV world of migrant workers in action, GoPro and virtual learning platforms together have the power to illuminate cultural, social, and political issues for students and teachers alike.

Since 1988, the U.S. Government has set aside the period from September 15 to October 15 as National Hispanic Heritage Month to honor the many contributions Hispanic Americans have made and continue to make to the United States of America. Our Teacher's Guide brings together resources created during NEH Summer Seminars and Institutes, lesson plans for K-12 classrooms, and think pieces on events and experiences across Hispanic history and heritage.

What is homeland security and why do we need it? What was unique about the 9/11 attacks that prompted the largest reorganization of the Federal government since the end of World War II? What is the difference between homeland security and national security? Why is critical infrastructure protection so critical? Why is emergency management an essential mission area within homeland security? What is the relationship between homeland security and DoD, National Guard, FBI, and State and Local law enforcement? Explore these questions and the events that made homeland security what it is today. Find out why homeland security is an unprecedented historical challenge requiring an unprecedented government response. Review the homeland security mission areas and understand not only what is being done but also why. Discover “who’s who and what do they do” within the Department of Homeland Security and the greater Homeland Security Enterprise. This book provides the most comprehensive overview and most concise resource for understanding homeland security today. Within these pages you will find insight to the most pressing challenges of the 21st century confronting the nation, your community, and you.

In this lesson, students consider what it means to be an American, using an opinion piece about the “American Identity Crisis” and several related videos as central texts. They answer a series of text-dependent questions, debate their opinions, write a brief constructed response, and make their own video that reflects their interpretation of “the face of America.”

Discusses social, economic, political, and environmental push and pull factors dealing with human migrations.

Students will participate in a discussion about immigration to the United States. After agreeing to be respectful regarding discussion and the conversation on immigration, students will take a Kahoot Immigration Myth quiz about misconceptions they might have about immigration to the United States. Students will also watch a video, journal their thoughts on the video, and in groups, create a poster to share their thoughts with the class.

Immigrant and Refugee Families: Global Perspectives on Displacement and Resettlement Experiences uses a family systems lens to discuss challenges and strengths of immigrant and refugee families in the United States. Chapters address immigration policy, human rights issues, economic stress, mental health and traumatic stress, domestic violence, substance abuse, family resilience, and methods of integration.

The intersection of colorism and anti-immigrant thought in the modern day is rarely studied in classes. Our research has revealed that it is rampant both in conscious and unconscious opinions both on the wave of immigration across the southern border as well as other immigrants. This lesson plan is provided free of charge as a way to educate students to the dangers of the impact of colorist thought on some anti-immigration ideas and xenophobia.CC BY-SA 4.0

1 Day Lesson to introduce students to push and pull factors as to why people migrate. 

Created by NHPRC Teacher Participant/Creator Jeremy Mellema, for his US Government class, Adaptable to other courses and grades. This immigration mapping project asks the student to create 3 maps, and to gather data through research and conducting an interview. Finally, students write an essay connecting what they have learned from this project to American Democracy, and to current immigration law or events.

Students will go through a series of activities using primary and secondary sources in order to answer the following question. "Is immigration a good thing?"