How the theme of human movement--migration, and particularly immigration--can be integrated into junior high U.S. history and world history/geography courses is discussed. To avoid turning the study of migration into an unwitting process of reinforcing ethnocentrism, two steps need to be taken. First, the movement of people throughout the world should be viewed multidirectionally, not unidirectionally. Second, events should be viewed in multiple perspective from the standpoints of the various participants. For example, U.S. history courses, instead of focusing only on the east-to-west flow of civilization from Europe, should also examine the northwesterly flow of civilization from Africa to America and the northerly flow of Hispanic and Mexican civilization into the U.S. Southwest. Instead of merely examining the development of European civilization and European expansion into other world areas, a world history/geography course might begin with the examination of the independent development of civilizations in Europe, Africa, Asia, Australia, and the Americas, and then examine these processes globally. The paper concludes with a description of a course which utilizes film study to teach about global migration. (RM)