This project has the potential of allowing thousands of students to participate in role reversals where they experience frustrations, anxiety, feelings of isolation, and rejection as they try to immigrate to an imaginary new country and adjust to a new environment. By the end of the activity, students learning improves through a deeper understanding about the experience immigrants face every day. This project, which brings students from different cultures together in a safe and positive learning activity, goes beyond basic textbook readings, lectures, handouts and discussion on immigration. A transformation takes place were students become excited and willing to discuss their feelings, share thoughts, and seek more information about other cultures. This has a lasting positive impact that results in the development of new friendships and a better understanding that resonates throughout their personal lives.
Students continue to recall the experiences after they have graduated from high school.
It incorporates didactic material with substantive experiences that create permanent understanding of new terms, facts and subject material as they study immigration. The criteria used to evaluate this project is a set of discussion questions that stimulate dialogue and guide students toward self-exploration of feelings and attitudes about immigration, prejudice, and self awareness. In addition, they are asked to write how they can incorporate what they have learned into their own daily lives. Teachers are also asked to consult with each other about the merits of the activity, value for their students and suggestions for improvement. Materials are supplied by the Social Studies Budget and the remaining costs for food and props are incurred by the instructor.