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Migration in Mexico: A Problem-based Learning Module

Contact details

Eric J. Fournier
Department of Geography
Samford University
800 Lakeshore Drive
Birmingham, AL 35229 USA
Tel: (205) 726-2113
Fax: (205) 726-2359
Email: ejfourni@samford.edu

Classification Category

• Using teaching and learning processes which simulate research processes i.e. problem based learning
• Using assignments which involve elements of research processes

Context

• Course/unit/module title: Migration in Mexico
• Course title: World Regional Geography
• Introductory-level college/university

 

What does the teacher do?

The primary goal of GEOG 101 is to give students a basic understanding of the world's geography that moves beyond simple place name geography towards an appreciation for the complex interactions of the human and physical dimensions of the globe. Secondary goals include the development of a spatial perspective and an understanding of geography as an integrative discipline. The first of the class objectives is developing the ability to link class information with real world events. Too often the material presented in lecture or text--regardless of the fact that it is explicitly about the world--is viewed as discrete bits of information lacking relevance with larger global issues. Problem-based learning provides a means of linking bits of information together in the resolution of a specific problem. Students are also expected to evaluate and process that information.

This exercise is intended for an introductory-level world geography class. The class is divided into groups of 4-5 students each. As part of the exercise students are asked to assume the role of a poor, farmer living in rural, Northern Mexico. Each group member chooses one of five possible migration options.

1. Mexico City
2. Ciudad Juarez
3. United States
4. Monterrey
5. Stay in rural Mexico

Students research their option as individuals-noting both positive and negative aspects of the migration option-then reconvene as a group to vote on the best option. By completing this module, students learn about migration, conditions in rural Mexico, the physical geography of Mexico, and develop a basic understanding of economic issues such as NAFTA.

In order to address the student's lack of background in subject the unit begins with a short lecture on the basics of Mexican geography, introducing the country and providing a common background for all students. The introductory lecture also examines student stereotypes concerning the country. For example most students view Mexico as a small, impoverished country. A map of Mexico is overlaid on a map of the United States and shows Mexico stretching from Oregon to Florida. Comparative economic data is then presented which shows that by world standards Mexico is a solidly middle class country in terms of per capita income and manufacturing output. The chapter on Mexico from the text is also assigned. These steps help assure that all students have been exposed to the same background materials as they begin their assignments.

Issues of collaboration and cooperation are reinforced as the project progresses. In this case, the module involves individual work, but the assignment cannot be completed without group cooperation. In addition, clearly defined products help students work together. In this case a short paper is required from each individual and the final product from each group is a migration decision supported by facts. In keeping with the ill-structured nature of PBL there are no right or wrong answers. Each migration decision is valid as long as it is supported by valid information and exhibits sound logic.

Several steps are taken to assure efficient use of time. First, some starter material is provided. The starter material is a folder with newspaper clippings, photocopies of textbook pages, short articles, maps, and other information. These packets of information are intended to facilitate student research (an upper-level class might be given more responsibility for finding their own resources). At the beginning of the modules-after migration options are assigned-students go through the packets and divide the material up accordingly. While students work on their projects the instructor serves as tutor or facilitator moving between groups, offering advice and critiquing decisions. Providing a packet of starter resources also addresses lack of research experience. Other means of addressing that concern include providing a list of references, collecting appropriate web sites, emphasizing use of the textbook, and establishing an in-class library for student use.
The problem typically unfolds over three 1-hour class periods, with students using in-class time for research, group consultation, and teacher-led inquiry. Each day's activities are summarized below.

Day One

• Introduce the topic with a brief introduction to the geography of Mexico (15 minutes)
• Students form into their permanent groups
• Hand out problem
• Students discuss problem
• Ask questions
• Select migration choices (research options)
• Hand out resource packet
• Students evaluate and divide resources
• Make assignments
• Break for individual research

Day Two

• Meet in classroom for progress reports to group
• Instructor questions group members
• Clarifies problem
• Redirects if necessary
• Evaluates progress
• Students re-examine resources
• Share information
• Clarify assignments
• Break for individual research
• Write 2-3 page paper outside class (each student)

Day Three

• Meet in classroom
• Students grouped by migration destination (all the Mexico City people get together, etc.)
• Discuss good and bad things about their destination
• Original groups reform
• Each group member presents information about their destination
• Groups decide where to go
• Write one page report explaining and defending their decision
• Present decision in class discussion

 

Hot tips and things to look out for

• Provide starter material so the exercise does not take too much time.
• Monitor group progress. Probe for deeper learning by asking why, why, why?
• Make expectations as clear as possible at the beginning of the exercise.

 

Does it work?

Students report that they enjoy the module and that it influences the way they think about migration decisions. They do as well on subject tests regarding Mexico as students taught in a traditional lecture method.

 

What problems/issues have arisen?

Students sometimes resort to stereotypical and shallow responses to the questions. Eliminate these by questioning their assumptions. Be wary of Internet plagiarism-especially on broad topics like the geography of Mexico City

 

Details of support material/course work/assessment methods

GEOG 101: WORLD REGIONAL GEOGRAPHY
MEXICO ASSIGNMENT
FALL 2001

Scenario: You are a poor farmer in the remote village of Cedral in Mexico's Mesa del Norte. You are 25 years old, married with 2 kids (4 and 2). You currently work as a rancher raising goats. Life is not too good. You want a more secure life. You have five options.

1. Migrate to the border city of Ciudad Juarez
2. Migrate to Mexico City
3. Migrate to the United States
4. Migrate to Monterrey
5. Stay in rural Mexico

Each group member will choose an option to research.

Here are some possible questions:

1. How will you get there?
2. What are the options if you stay?
3. What will you do once you get there?
4. Where will you live?
5. How will you make a living?
6. What are some of the negative consequences of your decision?
7. What are the positive aspects of your decision?
8. What risks are involved?
9. What are the potential benefits?

A packet of material will be provided to each group to get you started. Students may also use Internet-based resources.

Each student will produce a 2-3 page typewritten report responding to some of these questions. This will be worth 25 points.

After students have completed their research, the groups will reconvene and discuss the four options. Which of them seems like the best option? Why? Which one seems like the worst? Why? What would you do if you could choose from the four options? Why? Each group will submit a short (1 page, or so) handwritten report based on the group discussion. This will be worth 5 points.

This assignment is worth a total of 30 points.

 

Relevant references

Selected items in "Resource Packet"

CIA World Factbook. Online. http://www.cia.gov/cia/publications/factbook/index.phpl. [Accessed September 19, 2002].

Dillon, Sam. 2001. Mexican Immigrants Face New Set of Fears. Global Exchange Web Site. Online http://www.globalexchange.org/education/california/news2001/nyt101501.html. [Accessed May 20, 2002].

http://Geography@about.com/ Online. [Accessed Sept. 19, 2002]

Mexico City: Physical and Human Geography Encyclopedia Britannica Online. http://eb.com [Accessed April 5, 2001]. (Need to subscribe to the Encyclopedia Britannica Online service to access this material).

Monterrey Visitors Guide2002. Online. http://www.go2monterrey.com/ [Accessed May 29, 2002].

Nathan, Debbie. 1999. Work, Sex,and Danger in Ciudad Juarez. NACLA Report on the Americas. 33:1(24).

White Jerry. 1998. Six Mexican Immigrants Killed by Train in Texas. World Socialist Web Socialist Web Site. Online http://www.wsws.org/news/1998/oct1998/tex-o14.shtml [Accessed May 29, 2002].

General References

de Blij, H.and Muller P. 2002. Geography: Realms, Regions, and Concepts (10th Edition). New York: John Wiley and Sons, Inc.

Fournier, E.J. 2002. World Regional Geography and PBL: Using Collaborative Learning Groups in an Introductory-Level World Geography Course. Journal of General Education (Forthcoming, Fall 2002).

Fournier, Eric J. 1999. "PBL and World Regional Geography: Active Learning in an Introductory Level Class". Research and Development in Problem Based Learning, Vol. 5. Newcastle, Australia: Australian Problem Based Learning Network.

Samford University Problem-based learning Web Site. Online. http://www.samford.edu/pbl/. [Accessed Sept. 19, 2002.