Immigration and Migration and the Making of a Modern American City

"They were both lost in cities that would not pause even to shrug." ¹

Overview

Picture this unforgettable scene from the 1983 film El Norte. Enrique and Rosa, a brother and sister, from Guatemala have just undergone a hellish journey that included crawling for miles on their hands and knees and being bitten by swarming rats through abandoned sewer tunnels in order to cross the border from Tijuana, Mexico to the United States. As they emerge — frightened, grimy, bitten and exhausted — they catch sight of the lights of a big city. Their "coyote" notices their wonder and says, "That's San Diego. Pretty isn't it. From here it is easy. Tomorrow we'll be in L.A." ² One can't help but be swept along and hope that their dreams of a better, fulfilling life in "The North" will come true. However, the reality for immigrants seeking work and ultimately a home in the global north is simultaneously thrilling, difficult, varied and complex.

To get a better understanding of this timely and important subject, students will examine the economic, social and political characteristics of migration and globalization through the lens of the late 20 ^th and early 21 ^st century "global city". The global city is a concept developed by urban geographers and sociologists that views globalization, processes of dense internationally woven political, economic and cultural connections, being created, facilitated and enacted in specific geographic locales. These global cities control a disproportionate amount of business, finance and trade around the world. ³ In this unit students will use film to examine how globalization involves the circulation of goods, people, labor and ideas. Employing a comparative approach of two global cities, London, and Los Angeles, students will utilize film excerpts about the experience of immigrants and migrants as a vehicle for analysis of the concept of global cities. The film sources will include the above-mentioned El Norte as well as the television situation comedy, Modern Family for L.A. For the global city of London, students will analyze the film Dirty Pretty Things and the BBC drama, Call the Midwife. Of course, teachers may choose other films depending on school district criteria for film ratings, taste and availability. Suggestions are listed in the annotated bibliography.

These fiction film and television sources portray encounters for immigrants, migrants and the receiving population that involve struggle, conflict, cooperation and collaboration in a specific urban or metropolitan geographic space. Students will examine these encounters with particular attention to change over time with respect to the processes of industrialization, deindustrialization and the more recent shift to a service economy.

Students will consider different perspectives on immigration evident among the four media sources in two ways. First, students will examine how immigrants are portrayed in the films. Second, they will also consider to what extent Hollywood's role as mythmaker for the American dream had the effect of motivating people to immigrate to the United States. This is especially interesting considering the global reach and widespread consumption of American-produced blockbuster film.

The unit will be taught at Pittsburgh's Creative and Performing Arts (CAPA) 6-12 to Grade 10 students in AP World History. It can be incorporated into, and is aligned with, the AP World History curriculum's final unit, "Accelerating Global Change and Realignments, c. 1900 to the Present". Essential questions for AP World History include: What are the economic, social, and political characteristics of globalization? Does 20 ^th century globalization represent a new phenomenon in world history? In what ways does popular culture (art, film, sport) reflect the major political, economic, and social issues of the time period? This unit will take approximately two weeks to complete.

CAPA is a Pittsburgh public school that offers a comprehensive academic program rooted in an arts education. Its mission is to encourage excellence and success as students develop as artists and cultural leaders. Students choose intensive artistic instruction in dance, instrumental music, literary arts, piano, production technology, theatre arts, visual art, and vocal music. The faculty includes active professionals in the creative and performing arts, multitalented academic instructors, and visiting artists in residence. The school's student population is approximately 57% white, 32% black, and 12% other (including mixed race, Asian and Hispanic). The student body is 68% female and 32% male with 38% of the students receiving free/reduced lunch. This unit's design expressly taps into student interest and passion for art and culture through the use of film.