Lesson Plans - The United States/Mexico Border

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Overview:

In this lesson, students will research daily life, industries, and the political situation along the United States/Mexico border. They will conduct Internet research to learn more about what it might be like to live at the border and the controversies surrounding U.S. government policies along the border. Students will conclude by creating visual presentations showcasing the things they have learned about the border.

Connections to the Curriculum:

Geography, social studies, and current events.

Connections to the National Geography Standards:

Standard 13: "How the forces of cooperation and conflict among people influence the division and control of Earth's surface"

Time:

Two to three hours

Materials Required:

Computer with Internet access
Writing and drawing materials

Objectives:

Students will

discuss their impressions of the United States/Mexico border;
use the Internet to research the border, and answer questions about their findings;
discuss their research findings as a class; and
create collages, posters, or multimedia presentations showcasing the United States/Mexico border.

Geographic Skills:

Asking Geographic Questions
Acquiring Geographic Information
Organizing Geographic Information
Answering Geographic Questions
Analyzing Geographic Information

S u g g e s t e d P r o c e d u r e

Opening:

Ask students what their impressions are of the United States/Mexico border. What types of things do they hear on the news about this region? Have there been any recent events in the news that relate to this border?

Development:

Have students learn more about the U.S./Mexico border at the following Web sites and at others they can find in their searches:

National Geographic: Tijuana and the Border—Magnet of Opportunity
Bordering the Future
PBS: The Border
University of Texas at El Paso: The Borderlands Encyclopedia

As they go through the sites, ask them to take notes to answer these questions:

What would it be like to live along the United States/Mexico border, both in the U.S. and in Mexico?
What types of industries are common along the border?
What are the arguments both for and against the current policies of the U.S. government at the Mexico/United States border?
What are the major problems and controversies associated with the Mexico/United States border?
What are some possible solutions to these problems?

Closing:

Ask students to explain, either in writing or in a class discussion, their responses to the questions they researched.

Suggested Student Assessment:

Have students creates collages, posters, or multimedia presentations showcasing the U.S./Mexico border. The presentations should be divided into the following sections: people and daily life; industry and jobs; and current issues of concern. The presentations should describe these factors for both the U.S. and the Mexican sides of the border. In other words, they will discuss life on the U.S. side of the border as well as in Mexico.

Extending the Lesson:

Have students write news articles from the point of view of a journalist who is on location in a Mexican border town. The articles should discuss conditions in the town and should contain quotes from people who live and work in the town.