“She walked on roads, fields, deserts…”
Understanding the Push and Pull of International Migration

Overview

At Jolie Coiffure salon, the charismatic owner Sabine offers much more than the intricate hairstyles advertised in her window displays. Her small shop serves as a community hub where local West African immigrants like herself talk about their experiences, dish romantic advice, reminisce about home, and swap critical information on government policies and actions that impact their precarious lives as immigrants.

Years ago, Sabine left her home in Cameroon when recruited by a Lebanese maid service. As soon as she arrived in Lebanon, her passport was taken and she was trapped in domestic servitude with no rights or freedoms. After two years of abuse, Sabine escaped, travelling mostly on foot through Greece and Syria before seeking asylum in Belgium. She settled in Matonge, the city’s African quarter, where she manages her beauty salon Jolie Coiffure and waits to hear if she will finally be granted asylum or abruptly arrested and deported back to Cameroon.

Filmed entirely inside the tiny salon by director, Rosine Mbakam, Chez Jolie Coiffure captures an intimate look at a year in the lives of Sabine and her community as they navigate legal obstacles and confront personal traumas on their quest for a safe and lasting home in their new country.

In this lesson, students will share and examine their perceptions of and experience with immigration and sometimes vague language of international human migration. Through Sabine’s story and collaborative activities, students will identify “push/pull” factors that that lead individuals and families to leave their countries despite the complex hurdles and personal risks they face. They will then connect the factors that motivated each stage of Sabine’s journey to fundamental human rights as defined in the Universal Declaration of Human Rights. The lesson will culminate with students identifying current media stories of international migration and collaborate in small groups to develop multimedia presentations integrating their understanding of Push/Pull Factors, international human rights, and evaluating if/how these rights are applicable under U.S. policies.

A Note from Curriculum Creator, Allison Milewski

I have a confession to make: my love of teaching is deeply rooted in my own joy for learning. For the past 20 years, I’ve been incredibly privileged to work and live in both New York City and Southeast Asia where every day has presented an opportunity to learn about my students, my craft, our societies, and my own privileges and blind-spots. I have collaborated with diverse and inspiring communities of educators and students and taught across cultures, institutions, and age groups (from six to 60 -- sometimes in the same classroom!) Although every community, every classroom, and every student I’ve encountered is unique, the common thread that connects me to every person I’ve encountered, is the ability to learn from each other and the desire to expand our knowledge and experience by sharing our stories.

Director Rosine Mbakam’s documentary, Chez Jolie Coiffure, beautifully illustrates the revelatory power of storytelling - and the importance of considering who is telling the story about whom. Through the daily life and intimate stories of Cameroonian stylist, Sabine, Mbakam deftly brings into focus complex issues of mass migration, the global refugee crisis, worker exploitation, gender-based violence, and universal human rights as well as the ability of stories to build community and bear witness.

As an educator, I was especially drawn to the opportunity to introduce students to Sabine, an engaging, moving, and charismatic woman whose experiences demonstrate the human impact of academic concepts such as Push/Pull actors and the language of migration. Even as the lesson shifts to broader discussions of universal human rights and social responsibility, students’ activities and discussions can remain firmly grounded in Sabine’s personal story as a migrant, refugee, asylum seeker, and survivor.

A Note to Teachers

This lesson, and the accompanying film, address a range of challenging issues that may be sensitive for some students. I encourage teachers and facilitators to screen the film clips and review all of the related materials in advance of the lesson. Some (or many) of your students may have personal experience with issues such as immigration law, asylum seekers, migrant and refugee rights, labor exploitation, racism, xenophobia, and gender-based violence. Their perspectives and sensitivities should inform how the lesson is presented. It might also be helpful to connect with a school social worker for resources specific to your school’s guidelines and your students’ needs.

Before the lesson, remind the class that this is a supportive environment and make time to review your classroom’s tools for creating a safe-space, including class agreements. These might include guidelines like “no interrupting,” “listen without judgment,” “use respectful language,” “share to your level of comfort,” “you have the right to pass,” etc. And remind students that when they talk about groups of people, they should be careful to use the word “some,” not “all.”

Visit Teaching Tolerance for excellent resources and strategies for tackling challenging topics in the classroom:

• Teaching Tolerance: Let's Talk! Discussing Race, Racism and Other Difficult Topics with Students:
  https://www.tolerance.org/magazine/publications/lets-talk
• Social Justice Standards | The Teaching Tolerance Anti-bias Framework:
  https://www.tolerance.org/professional-development/social-justice-standards-the-teaching-tolerance-antibias-framework
• Teaching at the Intersections: Honor and teach about your students’ multiple identities:
  https://www.tolerance.org/magazine/summer-2016/teaching-at-the-intersections

Subject Areas:

• Social Studies
• Political Science
• International Relations
• Global History/Global Studies
• Current Events
• Media Studies
• English Language Arts

Grade Levels: [9-12]

Objectives:

Students will

• Examine their perceptions of immigration and immigrants and interrogate implicit biases they may have
• Compare/contrast the different forms of international human migration and define key terms
• Identify “push/pull” factors that lead individuals like Sabine in Chez Jolie Coiffure to migrate to a new country
• Relate the factors that drive international migration to the protections in the Universal Declaration of Human Rights
• Create a multimedia presentation on a current immigration story that illustrates an understanding of migration push/pull factors and Universal Human Rights and assesses if/how the subjects of the story are protected under U.S. immigration, refugee and/or asylum policies

Materials:

• Chez Jolie Coiffure film clips and equipment on which to show them
• Student Handouts
  • Student Handout A: The Push and Pull of Migration
  • Student Handout B: Push/Pull Factors in Chez Jolie
  • Student Handout C: Understanding Sabine’s Story
  • Student Handout D: Migration and Universal Human Rights
• Teacher Handouts
  • Teacher Handout A: Film Summary
  • Teacher Handout B: Key Terms Cut-Outs
  • Teacher Handout C: What are Universal Human Rights?
• White board/markers
• Large chart paper (2 sheets for each group of four students)
• Pens and writing paper
• Tape

Time Needed:

Two 50-minute class periods with homework

CLIP 1, “A girl here, who went on the road…” (6:00 - 10:00, length: 4:00 minutes)

This clip starts at 06:00. in the Jolie Coiffure Salon with Sabine telling her story: “A girl here, who went on the road, who walked across deserts, waters…”It ends at 10:00 mins. with Sabine saying, “So she decided to come here and try her luck. That's how it is.”

Speaking to filmmaker Rosine Mbakam, Sabine begins to recount the harrowing story of “a girl” from Cameroon who went to Lebanon for a promising position as a domestic worker. Soon after arriving, the girl was instead kept prisoner by her abusive employers for two years before she escaped and travelled by land to Belgium. As Sabine narrates, it soon becomes apparent that this is her own traumatic story, and she is choosing to talk about herself in the third person, perhaps to safeguard her identity or as a defense against the painful memories of her journey.

CLIP 2, “I saw a report about the Lebanon.” (14:55 - 16:18, length: 1:23 minutes)

This clip starts at 14:55 mins. as Mr. Gizzard arrives in the salon and says, “Sabine, I heard that some people will be regularized” and ends at 16:18 mins. with him saying, “They showed girls over there. Oh Lord!”

Sabine’s friend, “Mr. Gizzard”, stops into the salon for one of his regular visits, and they begin to share and debate the latest rumors about immigration policy including the possibility that the Belgian government may “regularize” up to 4,000 immigrants. Soon, Mr. Gizzard turns the conversation to a television report he saw on the abuse of immigrant women in Lebanon. He explains his shock at the extent of the pain and trauma inflicted on the women as Sabine reckons with her own trauma by expressing her anger and frustration with the perpetrators, enablers, and even the victims themselves.

CLIP 3, “By word of mouth, they bring girls in.” (40:31 - 44:54, length: 4:23 minutes)

This clip starts at 40:31 mins. with the filmmaker Rosine asking Sabine, “Is it the Lebanese agencies that look for African women?” and ends at 44:54 mins. with Sabine saying, “I can't recall what month I left Cameroon.

Sabine begins talking to director Rosine Mbakam who turns the discussion to Sabine’s own experience with Lebanon’s “Kafala system”. Kafala is the exploitative system that recruits migrant workers from developing countries and takes adavantage of their vulnerable circumstances by stripping them of their rights and freedom of movement, often resulting in unchecked physical and sexual abuse. Sabine explains how women like her are recruited through word of mouth and that the true nature of the “job offer” only became clear once she was in Lebanon and her passport was taken from her. Sabine once again recounts the shocking story of her escape from Lebanon and migration to Belgium, this time in the first person. She also shares her distress about having her application for asylum rejected and the uncertainty about her future.

CLIP 4, “Life hangs by a thread.” (45:36 - 51:10, length: 5:34 minutes)

This clip starts at 45:36 mins. with Sabine reacting to a commotion in the mall outside her salon asking, “What’s going on?” and ends at 51:10 mins. when Sabine says to her friend Jimmy, “This little Matonge is where we earn a living and they want to take it away.”

Sabine sees a commotion outside her salon and learns that the police are raiding the market looking for undocumented immigrants. She quickly turns out the lights just as the police pass the salon window. Suspecting that they may still be at risk, Sabine heads out in search of information, returning moments later to tell the filmmaker and her client that they need to lock-up and “run”. The next day, Jimmy, a friend from a nearby shop comes by to ask Sabine for details about the raid. Although they are both shaken by the event, Sabine tries to reassure her friend that the threat is over for the moment as she returns to her work in the face of an uncertain future.

Activity 1: Why do we move?

1. Do Now: Have the following question posted as students enter the classroom and ask them to list as many responses as they can in three minutes. Encourage students to think about specific examples from their own family, friends, and community as well as stories from the news and media.
“Why might a person or family leave their community or country to establish a home someplace else?”
-and-
“What factors outside of individuals’ control might create conditions that are unsustainable in their homes?”

2. Using the “Popcorn” Method, have students share their responses with the class and record answers on a white board or chart paper.

Tip: Instructions for the “Popcorn” technique: https://www.teachingchannel.org/video/student-participation-popcorn-share

3. Explain:
In this lesson, we will consider the reasons people migrate from their communities or countries and the personal and political factors that shape their experience. We will explore these complex issues through scenes from the film Chez Jolie Coiffure. This documentary, directed by filmmaker Rosine Mbakam, follows the story of Sabine, a hairdresser from Cameroon, who left her home eight years before to build a better life. The film follows her story over the course of one year as she navigates legal, economic, and personal challenges in her adopted country, Belgium. As your examples demonstrated, there are a wide range of complex reasons why people move, and these motivations are often defined in two broad categories: “Push” and “Pull” factors.

4. Review the descriptions of “Push” and “Pull” factors and ask the class to identify which responses from the Do Now activity are examples of Push Factors and which are Pull Factors.

5. Organize the class into pairs and explain that they will have two minutes to list as many Push and Pull factors as they can. One member of each pair will be “Partner A” who will list only Push Factors and the other will be “Partner B” who will list only Pull factors.

6. At the end of 2 minutes, distributeStudent Handout A: The Push and Pull of Migration. Instruct the pairs to take turns reading out their Push or Pull Factors to their partner who will record the responses in the handout.

• Note: Be sure students list each factor in the correct Category on the handout: Economic, Education, Environmental, Political, Religious, or Social. Have pairs review their lists and add any additional Push/Pull Factors they can think of making sure there are at least two Factors in each Category.

7. Organize the class into groups of two or three pairs to share their responses and give feedback. Distribute a large piece of chart paper, markers, and tape to each group. Instruct groups to divide their paper into two columns labeled PUSH and PULL. Have group members combine their examples for each factor and list them on their chart paper. Groups can add additional factors as needed then post their PUSH/PULL list on the wall. Complete the activity with a silent gallery walk to review their classmates’ work.

8. Reconvene the class and briefly discuss the similarities and differences between the different groups’ lists.

• What patterns, if any, do you see emerging?
• What did you learn from the other groups’ work?
• In general, how do the Push lists compare with the Pull lists?
• What do these lists reveal about the nature of migration?
• What questions did this activity raise for you?

Activity 2: The Language of Migration - Understanding Key Terms

1. Explain: As we examine why people migrate from their communities or countries, it is valuable to review some key terms that are often used, confused, and sometimes misused to define different groups of people and the factors that shape their experience.

2. Think-Pair-Share:
Organize the class into pairs and distribute the definitions from Teacher Handout B: Key Terms Cut-Outs. Pairs should work together to review their term and then re-write the definition in their own words. Ask two or three pairs to share their definitions for each term with the class. (Note: These are only four of many terms that define individuals and groups who move across communities and borders, but they are most commonly used by the media, governments, and special interest groups.)

Key Terms:

• Asylum Seeker
• Immigrant
• Migrant
• Refugee

3. Have all the pairs with the same Key Term organize into groups - one group for each of the four Key Terms. Instruct groups to share and discuss their individual re-written definitions then work together to:

• Create a collaborative description of their term
• Provide a real-world example of an individual, community, or event that illustrates their term
• List 5 or more “Push” and 5 or more “Pull” factors that might motivate to this type of migration

4. To complete the activity, have members of each group present their definitions and examples to the class then discuss:

• List the Push and Pull factors for each of these groups – what are the similarities and differences?
• Why is it important to understand the distinction between each of these terms? How might an individual’s outcomes differ based on how they are labeled? (For example, if an asylum seeker is labeled as a migrant, etc.)
• Do you think the distinctions between these terms are clear? Why or why not? (In what ways, if any do these definitions overlap? Can a person fit into more than one of these categories? How?)
• How should a person’s rights or opportunities differ based on:
  • Push/Pull Factors that motivated them to move
  • Term assigned to their migration experience
• What, if any, rights should apply to all people who migrate (regardless of how they are labeled)?

Activity 3: Sabine’s Story and the Push and Pull of Migration

1. Have a volunteer read the film summary for Chez Jolie Coiffure from Teacher Handout A: Film Summary.

Review:

As the activities have demonstrated, Push/Pull factors apply to every human migration experience. Some general Push/Pull factors are common across all migration experiences (For example - Push Factor limited financial opportunities, Pull Factors: Improved quality of life). While many specific factors, such as escaping war, famine, genocide, corruption, institutional violence, threats to personal security, etc. are (rightly or wrongly) more often associated with Asylum Seekers and Refugees.

Through Sabine’s story we will further explore the often-complex experiences and Push/Pull factors of people who migrate, how their experiences are defined (and re-defined) throughout their journeys, and what rights and opportunities are made available (or denied) to them as a result.

• CLIP 1, “A girl here, who went on the road…”
  (6:00 - 10:00, length: 4:00 minutes)
• CLIP 2, “I saw a report about the Lebanon.”
  (14:55 - 16:18, length: 1:23 minutes)
• CLIP 3, “By word of mouth, they bring girls in.”
  (40:31 - 44:54, length: 4:23 minutes)
• CLIP 4, “Life hangs by a thread.”
  (45:36 - 51:10, length: 5:34 minutes)

2. Distribute Student Handout B: Push/Pull Factors in Chez Jolie and Student Handout C: Understanding Sabine’s Story Instruct students to record the Push/Pull Factors experienced by Sabine as well as quotes, scenes, and events that they find significant. Instruct students that after screening the clips, they will break out into small groups (2-4 students) to discuss the film and complete the questions in the handout.

• Note: If time is limited, follow each clip with a brief class discussion using the questions in Student Handout C, as needed.

3. Play CLIPS 1 & 2 and review the following with the class before breaking into groups:

• What surprised you most when you watched these film clips?
• In the first clip, Sabine told the story of “a girl” who do you think the girl was? (Why do you think Sabine talked about herself in the third person?)
• Who can briefly summarize Sabine’s journey? (Ask for volunteer(s) to give a brief summary of Sabine’s journey from Cameroon to Belgium.)

When the discussion groups have completed their handouts, reconvene the class and review:

• How does the report about the immigrant women in Lebanon compare to Sabine’s story about “a girl”? What can we infer about Sabine’s own experience from her reaction to this report?

Excerpt for reference:

Mr. Gizzard describes the report on foreign workers in Lebanon

“The problem is, employers don't declare them. African girls go to work in Lebanon because things are bad back home and they want to make a living. Others hope to enter Europe via Lebanon. They do not work legally. The police don't defend them. It's a whole system. They are mistreated, beaten, even raped sometimes. They showed girls over there. Oh Lord!”

4. Play CLIP 3 and follow with a brief class discussion before breaking into groups:

• Sabine tells the story of her migration from Cameroon to Belgium for the second time. How is it different from her earlier account?

When the discussion groups have completed their handouts, reconvene the class and discuss:

• How has life been for Sabine since she arrived in Belgium? What steps has she taken to build a more secure life in Brussels? (Applied for asylum, opened her own salon, joined women’s financial group, etc.)
• What outcomes have these actions had on her rights and opportunities in Belgium?
• How does Sabine feel about her future?

Excerpt for reference:

Sabine shares her story with filmmaker, Rosine Mbakam

“Too much suffering, Rosine. Then you get to Belgium and it doesn't stop. Where does that leave me? I ask for asylum, but they refuse. I've tried everything. Refused. Now, I wait. Perhaps I'm not convincing enough. I wait. If I have to go back... I think about it every day. I dread it. I imagine what it'll be like, but I don't know when it'll happen.”

5. Play CLIP 4 and follow with a brief class discussion before breaking into groups:

• Sabine sees a commotion outside her shop and someone tells her, “They're taking away the girls.” Sabine goes to get more information and tells the filmmaker, “Rosine, they're here. They're doing checks.” What is happening in the market?

When the groups have completed their handouts, reconvene the class and have each group share their “Going Further” questions. Complete the activity by briefly discussing the following with the class:

• What did you learn about the lives of migrants that you did not know before?
• Based on what we have seen, what legal rights does Sabine have in Belgium? What rights do you think Sabine should be entitled to?
• What human rights do we have regardless of the country that we are in or how we got there?

Activity 4: Human Migration and Human Rights

1. Write “What human rights are Universal?” on the board and give the class a moment to think about their responses. Have students respond using the “Wraparound” Sharing Method

Tip: Instructions for the Wrap Around Sharing Method from Facing History and Ourselves:

https://www.facinghistory.org/resource-library/teaching-strategies/wraparound-whiparound)

2. Have a volunteer read the United Nations definition of human rights in Teacher Handout C: What are Universal Human Rights?

“Human rights are rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. Human rights include the right to life and liberty, freedom from slavery and torture, freedom of opinion and expression, the right to work and education, and many more. Everyone is entitled to these rights, without discrimination.

The Universal Declaration of Human Rights is generally agreed to be the foundation of international human rights law. Adopted in 1948, the UDHR has inspired a rich body of legally binding international human rights treaties. It continues to be an inspiration to us all whether in addressing injustices, in times of conflicts, in societies suffering repression, and in our efforts towards achieving universal enjoyment of human rights.”

International human rights apply to all human beings, regardless of immigration status and are protected by international treaties, such as the Universal Declaration of Human.

3. Have students return to their partners from Activity 3: Push and Pull of Migration and distribute Student Handout C: Migration and Universal Human Rights to each pair. Pairs will complete the handout by connecting the Push/Pull Factors from Sabine’s experience to the human rights listed in the Universal Declaration of Human Rights and summarizing the connection. They will then describe how Sabine’s journey would have been different if her Universal Human Rights had been protected.

Resources for the Universal Declaration of Human Rights

• Universal Declaration of Human Rights, PDF (Abbreviated)
  Teaching Tolerance
  https://www.tolerance.org/print/85591?text_version=student&term_highlight=
• Universal Declaration of Human Rights, PDF (Summary)
  Amnesty International
  https://www.amnestyusa.org/wp-content/uploads/2017/11/Simplified-UDHR.pdf
• Universal Declaration of Human Rights, Interactive (Complete)
  United Nations Office of the High Commissioner on Human Rights:
  https://www.ohchr.org/EN/NewsEvents/Pages/DisplayNews.aspx?NewsID=23871&LangID=E

4. Reconvene the class and complete the activity by having students share their reflections on how Sabine’s (and most migrant’s) journeys would have been different if UHR rights are been actively and effectively protected.

Culminating Activity

Choose one of the following culminating activities:

• Have students examine the reasons why the Universal Declaration of Human Rights is not uniformly enforced by all of the countries that have ratified it, including the United States. Instruct them to write a persuasive essay in support of or opposition to independent states providing the specific protections for migrants outlined in the UDHR.
• Have students work in groups to investigate an immigration story currently in the news. Instruct them to create a multimedia presentation about that story that illustrates their understanding of migration push/pull factors and Universal Human Rights. If time allows, they should also assess if/how the subjects of the story are protected under U.S. immigration, refugee and/or asylum policies

Whose crisis? Response and Responsibility in the Global Refugee Crisis

The United Nations High Commissioner for Refugees (UNHCR) the UN Refugee Agency reports that as of the end of 2019, “at least 79.5 million people around the world have been forced to flee their homes. Among them are nearly 26 million refugees, around half of whom are under the age of 18. There are also millions of stateless people, who have been denied a nationality and lack access to basic rights such as education, health care, employment and freedom of movement.”

Why have approximately 1% of the world’s population fled their homes and what responsibilities do the international community (and we as individuals) have to them? Have students analyze the scope of the global refugee crisis (see resources below) and consider the ethical and legal implications of this issue.

Students will:

• Examine the nature and scope of the global refugee crisis
• Identify the complex Push/Pull Factors underlying the crisis
• Analyze the international laws and rules that address the treatment of migrants and if/how they are effectively implemented and monitored
• Appraise the United States’ role in the crisis including existing and newly established policies and legal constructs that define the rights, opportunities and responsibilities of refugees and asylum seekers
• Write an essay in the style of an Op Ed arguing how and why U.S. policy should be modified to better address the global refugee crisis

Resources:

• The Flow Towards Europe - Europe is experiencing the biggest refugee crisis since World War II. Based on data from the United Nations:
  https://www.lucify.com/the-flow-towards-europe/
• The Refugees Operational Portal
  Partners coordination tool for Refugee situations provided by UNHCR
  https://data2.unhcr.org/en/situations
• UNHCR Refugee Agency - Refugee Population Statistics and Data
  https://www.unhcr.org/data.html
• Facing History and Ourselves: Migration Explainer
  https://www.facinghistory.org/sites/default/files/ExplainerMigration.pdf
• United Nations, “Migration”:
  https://www.un.org/en/sections/issues-depth/migration/index.html
• The Core International Human Rights Instruments and their monitoring bodies:
  https://www.ohchr.org/EN/ProfessionalInterest/Pages/CoreInstruments.aspx
• International Organization for Migration – Migration Law Database
  https://imldb.iom.int/_layouts/15/IML.Portal/AppPages/Home.aspx
• Facing History and Ourselves: The 1951 Refugee Convention and Protocol
  https://www.facinghistory.org/standing-up-hatred-intolerance/1951-refugee-convention-and-protocol

Dismantling Myths about Migrants and Migration (Includes resources in Spanish and English)

The subject of immigration is a fraught topic that is complicated by widespread myths and stereotypes that too often go unchecked. Have students research and collect five to 10 myths that are most commonly repeated in discussions about immigrants and immigration policy and investigate the roots of each myth as well as its purpose in the social and political debates. Have students develop a Bust the Myths campaign at their school that illustrate immigration Myths, Facts, and strategies for their peers to “Bust the Myths”. Projects can include posters, infographics, student generated videos (short looping vids are effective), gifs an or original memes. The sources for all information and data included in their campaigns should be reliable and appropriately cited.

Resources:

• “Migrants Are on the Rise Around the World, and Myths About Them Are Shaping Attitudes,” By Eduardo Porter and Karl Russel, New York Times, June 20, 2018.
  https://www.nytimes.com/interactive/2018/06/20/business/economy/immigration-economic-impact.html
• “Discover More: Immigration Myths and Realities,” POV American Documentary (In Spanish and English)
  http://archive.pov.org/madeinla/immigration-myths-and-realities/
• “Ten Myths About Immigration,” Teaching Tolerance, Issue 39, Spring 2011
  https://www.tolerance.org/magazine/spring-2011/ten-myths-about-immigration
• “Sources | Ten Myths About Immigration, A list of sources that help to dispel common immigration myths.” Teaching Tolerance, July 21, 2015
  https://www.tolerance.org/magazine/sources-ten-myths-about-immigration
• “New Americans Quiz,” Independent Television Service (ITVS), 2014
  https://www.pbs.org/independentlens/newamericans/quiz.html
• Immigration Myths and the Facts.” U.S. Chamber of Commerce, April 14, 2016
  https://www.uschamber.com/sites/default/files/documents/files/022851_mythsfacts_2016_report_final.pdf
• “What would happen if the US had totally open borders? 7 myths about immigration, debunked.” by Rutger Bregman, Business Insider, Aug 23, 2018.
  https://www.businessinsider.com/immigration-myths-open-us-borders-debunked-2018-8#myth-1-theyre-all-terrorists-1
• “4 myths about how immigrants affect the U.S. economy.” By Gretchen Frazee, PBS New Hour, Nov. 2, 2018
  https://www.pbs.org/newshour/economy/making-sense/4-myths-about-how-immigrants-affect-the-u-s-economy
• Immigrants and the Economy, ACLU,
  https://www.aclu.org/other/immigrants-and-economy
• LATINO AMERICANS (In Spanish and English)
  A production of WETA Washington, Latino Public Broadcasting (LPB) and Independent Television Service (ITVS), 2013
  http://www.pbs.org/latino-americans/en/education/lesson-plans/
• “How media stereotypes about Latinos fuel negative attitudes towards Latinos.” by Latino Decisions, Sept 18, 2012
  https://latinodecisions.com/blog/how-media-stereotypes-about-latinos-fuel-negative-attitudes-towards-latinos/
• “Latino Stereotypes Thrive in the Media, Negative Attitudes Dominate.” By Mónica Novoa, Sep 20, 2012
  https://www.colorlines.com/articles/latino-stereotypes-thrive-media-negative-attitudes-dominate
• “What Is the Model Minority Myth?” By Sarah-Soon Ling Blackburn Teaching Tolerance, March 21, 2019
  https://www.tolerance.org/magazine/what-is-the-model-minority-myth
• “Debunking Misconceptions About Muslims and Islam,” Teaching Tolerance
  https://www.tolerance.org/sites/default/files/general/tt_debunking_misconceptions_0.pdf
• “Speak Out: Challenging Muslim Stereotypes YCteen staff,” Youth Communication, November/December 2015
  https://www.ycteenmag.org/issues/NYC249/Speak_Out:_Challenging_Muslim_Stereotypes.html?story_id=NYC-2015-11-08

Whose rights? Constitutional Protections for Undocumented Immigrants (Resources in multiple languages)

The modern debate about U.S. immigration policy often fails to forefront the fact that the rights of all immigrants are protected under the U.S. Constitution. Beyond a few exceptions--such as voting, running for president or Congress, and in some instances traveling between states—all immigrants on U.S. soil, documented or not, enjoy “equal protection under the law.” The U.S. Supreme Court reinforced this concept in its 1896 ruling in Wong Wing v. United States, “The Fourteenth Amendment to the Constitution is not confined to the protection of citizens." Have students define the legal rights of undocumented immigrants in the United States and investigate why immigrant rights are unknown or misunderstood.

Students will:

• Understand that the 14th Amendment grants anyone on U.S. soil “equal protection under the law.”
• Compare these rights to the protections outlined in the Universal Declaration of Human Rights and their implementation and effectiveness
• Examine why immigrant rights and protections are unknown or misunderstood by the majority of immigrants and American citizens
• Research an assortment of outreach and education resources and programs by immigration advocates and develop a practical guide to immigrant rights in the form of a pamphlet (this can be print or digital)

Resources:

• “Human Rights and the United States,” The Advocates for Human Rights, accessed Jul 2020
  https://www.theadvocatesforhumanrights.org/human_rights_and_the_united_states.html
• “Know your rights - Immigrants’ Rights,” ACLU, accessed Jul 2020 (In multiple languages)
  https://www.aclu.org/know-your-rights/immigrants-rights/
• “Community Resources,” Immigrant Legal Resource Center (ILRC), accessed Jul 2020
  https://www.ilrc.org/community-resources
• “Rights: Other Immigration Enforcement,” National Immigration Law Center, accessed Jul 2020 (In multiple languages)
  https://www.nilc.org/get-involved/community-education-resources/know-your-rights/othimmenf/
• “Community Education Resources: Know Your Rights,” National Immigration Law Center, accessed Jul 2020
  https://www.nilc.org/get-involved/community-education-resources/know-your-rights/#
• “Advocacy and Media Tools: Public Service Announcements (PSAs),” American Immigration Lawyers Association, accessed Jul 2020
  https://www.aila.org/advo-media/tools/psas
• “What Legal Rights Do Undocumented Immigrants Have?” by Matthew Green, KQED, Mar 28, 2017
  https://www.kqed.org/lowdown/26358/what-legal-rights-do-undocumented-immigrants-have-with-lesson-plan
• "’How Do I’ Guides for Refugees and Asylees,” U.S. Citizenship and Immigration Services
  https://www.uscis.gov/tools/how-do-i-guides/how-do-i-guides-refugees-and-asylees
• “Liberian Refugee Immigration Fairness Act,” Black Immigrant Collective & The Advocates for Human Rights, Dec 26, 2019
  https://www.theadvocatesforhumanrights.org/uploads/lrifa_faqs.pdf
• “The Right to Health in the United States,” The Advocates for Human Rights, accessed Jul 2020
  https://www.theadvocatesforhumanrights.org/uploads/migrant_rights_fact_sheet.pdf

Resources

The Film
POV: Chez Jolie Coiffure
The film’s official POV site includes a discussion guide with additional activity ideas and resources.

Icarus Films: Chez Jolie Coiffure
The filmmaker’s official website provides information on the film and filmmakers.

POV: Media Literacy Questions for Analyzing POV Films
This list of questions provides a useful starting point for leading rich discussions that challenge students to think critically about documentaries.

Refugee Center Online (RCO)
RCO uses technology to help refugees and immigrants build new lives in the United States.

The United Nations Refugee Agency (UNHCR)
UN Refugee Agency (UNHCR)
UNHCR provides information on the global refugee crises and programs to safeguard the rights and well-being of refugees.

American Civil Liberties Union Immigrants’ Rights Project
Legal advocacy, data, immigrant Know Your Rights campaign, and resources on immigrant rights and policies.

The Flow Towards Europe
Europe is experiencing the biggest refugee crisis since World War II. The information shown is based on data published by the UN Refugee Agency (UNHCR

The Refugees Operational Portal
The Refugees Operational Portal is a Partners coordination tool for Refugee situations provided by UNHCR.

International Rescue Committee (IRC)
The IRC responds to humanitarian crises around the world. The website includes information and resources relating to all aspects of emergency migration.

The Office of Refugee Resettlement (ORR)
ORR website offers resources and information for new populations

Standards

CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Key Ideas and Details:

CCSS.ELA-Literacy.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CCSS.ELA-Literacy.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

CCSS.ELA-Literacy.CCRA.SL.2
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-Literacy.CCRA.SL.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

CCSS.ELA-Literacy.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

CCSS.ELA-Literacy.SL.9-10.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-Literacy.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.CCRA.SL.5
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCSS.ELA-Literacy.CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

ABOUT THE AUTHOR

Allison Milewski
Allison Milewski has developed media education resources for a range of award-winning filmmakers and national media organizations, including PBS LearningMedia, Independent Television Services (ITVS), Latino Public Broadcasting, HBO Documentaries, and Tribeca Film Institute. She is also the founder of the international community media education program, PhotoForward.org.

Lesson Plan Producers, POV

Chrissy Griesmer
POV Engage Intern

Courtney Cook
Education Manager

Thanks to those who reviewed this resource:

Rachel Friedland
POV, Senior Associate, Programs & Engagement

The creation of POV’s Education Resources is made possible by the generous support of Corporation for Public Broadcasting.