This CNNfyi.com lesson plan is supplemented with material from

New frontier

June 15, 2001
Web posted at: 6:26 PM EDT (2226 GMT)

Curriculum Connections: International Relations, Economics, Government/Civics, Current Issues

Objectives:
Students will be able to:

• Identify economic and cultural changes that are occurring in U.S.-Mexican border towns.
• Explain the risks and federal policies associated with the illegal immigration of Mexicans into the United States.
• List the benefits and drawbacks of the North American Free Trade Agreement.

Standards
National Council for the Social Studies
IX Global connections, grades nine -12
High school students need to think systematically about personal, national, and global decisions, interactions, and consequences, including addressing critical issues such as peace, human rights, trade, and global ecology.

Materials
CNNfyi.com article
Internet access

Suggested time
One class period

Procedure
1. Have students read the CNNfyi.com article, "More than a river divides U.S. and Mexico" and ask the following:

• What river forms a boundary between the United States and Mexico? What are some of the economic and cultural differences between U.S. and Mexican border towns? What is the North American Free Trade Agreement (NAFTA)? How has NAFTA impacted Mexican cities, and U.S. and Mexican border towns?
• Who is Consuelo Monarrez? In what way is her educational experience similar to, or different from, yours? Why do Consuelo and others who are not U.S. citizens pursue their high school education in the United States? How do school officials react to these students? Why are some El Paso taxpayers upset the Mexican students are receiving an education in the United States?
• What do you think about the border-crossing students? Should they be allowed to pursue an education in the United States? Why or why not? Do students agree or disagree with the INS officials, who say that both Mexico and the United States benefit by educating these young people? Discuss.
• How many Mexicans died last year struggling to cross illegally into the United States? Why is this passage so dangerous? Why do you think so many Mexicans are willing to brave immense obstacles to cross into the United States? How have the United States and Mexico responded to illegal Mexican emigration?

2. Divide the class into two groups, representing the Mexican and U.S. governments. Have each group research its nation's policy concerning illegal immigration of Mexicans into the United States.

Assessment
Instruct each group to draw upon its findings to compose a brief position paper to present in class. After each group has read its statement, hold a roundtable "summit" in which students try to identify points of agreement and points of conflict between the two nations. Write these on the board. Conclude with a discussion in which the two groups try to find a common ground to improve the situation along the border, and decrease danger and death for those determined to brave the crossing.

Challenge
1. Use this opportunity to have your students learn more about NAFTA, an agreement to establish a North American free trade zone. Point out that not everyone supported it when it was brought before Congress. Divide your class into groups and have each examine the benefits and drawbacks of NAFTA. Have each group prepare a chart or visual organizer to present this information. After the presentations, poll students to see whether they think the benefits of NAFTA have outweighed any downsides, or vice versa.

2. Using a map of North America, have students locate major Mexican and U.S. border towns. Next, have students consult online resources to learn about the industries that exist in these cities. Then, as a class, have students consider why many U.S. companies are moving their operations to Mexico.

Accommodation
1. Have students create a timeline of significant events in the history of U.S.-Mexican relations. Instruct students to consider political, economic and cultural factors. After students complete the timeline, have them discuss what they think the future holds for U.S.-Mexican relations.

Extension
Students can follow HighWired.com's classroom project, "Immigration Policy in the United States," to learn about the history of U.S. immigration policy, laws, and the Immigration and Naturalization Service.

Immigration
May 24, 2001

TIME.com - The New frontier
NCPA - Immigration Issues - Characteristics Of Mexican Immigrants
Border & Latin American Information

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