• In what ways are people’s migration journeys similar and different from one another?
• How much control do migrants have over their journey and what are the choices and dilemmas people face during their journey?
• What do these journeys reveal about human nature?

Thomas Reilly writing from Albany, New York, to John M. Kelly, Dublin. April 24th, 1848.

Mary McLean Walsh writing about her 1832 arrival in Ottawa

What is it like to be part of a migrant caravan?

Classroom Resource: Talking and Teaching about the Fall 2018 Migrant Caravan

Polly Potter and Resistance to the Trail of Tears

From Africa to Europe: Across the Desert and the Sea

Between Borders: Americas Migrant Crisis

HOW DO BORDERS IMPACT PEOPLE’S LIVES?

• What is the purpose of borders?
• How do the visible and invisible borders people encounter that shape their lives?
• How can borders work in an ethical way?

PBS Latino Americans: Empire of Their Dreams

Collection: Chinese Exclusion Documents

Spotlight: Brenda Ávila-Hanna, New Day Films

Resources on Walls and Borders

Classroom Resource: Talking and Teaching about Walls and Borders

Blog: The Universal Declaration of Human Rights Turns 70

What is it like to be part of a migrant caravan?

Separated Children at the Border

Alone at Angel Island

Classroom Resource: The Bracero Program and Guest Workers

Navigating Difficult Conversations: Talking About DACA and DREAMers

Classroom Resource: Paper Names and Chinese Immigration to the United States

Poetry from Angel Island

1909: Detained on Ellis Island

HOW DO INDIVIDUALS AND SOCIETIES NAVIGATE AMBIGUOUS STATUS?

• What are the rights of people with ambiguous status (people who are not clearly recognized by the State)?
• How do individuals and societies manage ambiguous status?
• What are our responsibilities toward people on the move with an ambiguous status?

Teaching Save the Children

Primary Source Collection: Save the Children

“Chaillaux Asks Ban on Aliens to Halt ‘Isms,’” Edinburg Daily Courier, May 23, 1939

Statement of Hon. Edith Norse Rogers, Representative from Massachusetts, May 1939

“Oppose Entry of Refugees,” Hammond Times, May 14, 1939

“Legion Opposes Plan to Permit 20,000 German Refugee Children to Enter U.S.,” Kokomo Tribune, May 5, 1939,

Statement of Clarence E. Pickett, Acting Executive Director of the Nonsectarian Committee for German Refugee Children, April 1939

Testimony from J. E. Nieman, Educational Director, Regular Veterans Associations, April 1939

Robert Wagner’s Testimony at the Joint Session Hearings on Wagner-Rogers Bill, April 1939

Save the Children: Primary Sources

“Frankly Speaking,” (Indianapolis) Jewish Post, October 13, 1939

“A.F.L. and C.I.O. Add Support to Child Bill,” Jewish Post, June 2, 1939

A Decent Deal for Refugee Waifs from Fort Wayne (Ind.) Journal Gazette – February 19, 1939

The Wagner Rogers Act, Introduced into the Congressional Record on February 8, 1939

“Freedom of the Press: Says U.S. Jews Should Take 25,000 Children,” Jewish Post, December 16, 1938

“Save The Children!,” Jewish Post, December 16, 1938

Book Excerpt from Mass Migration and Humanitarianism: Confronting the World Crisis

Blog: The Universal Declaration of Human Rights Turns 70

The New Colossus: The 1883 Poem Written for the Statue of Liberty

Sea Prayer: A Poem About Refugees by Khaled Hosseini

The Waiting Game

Talking and Teaching about TPS

Assimilation, Integration and Refugees

Step into a Refugee Camp

The Rohingya Refugee Crisis

Teaching about DACA as a current event