1 learning about immigration in north carolina with “a home on the
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LearningAboutImmigrationinNorthCarolinawith“AHomeontheField”
OverviewThroughoutUShistory,immigrationhasplayedavitalroleinAmericanlifeandpolitics.Asweseeimmigrationissuesplayoutinthenewstoday,weoftenforgetthehumanlivesbehindtheheadlines.PaulCuadros’s“AHomeontheField”placesaspotlightonthepeopleimpactedbyAmerica’simmigrationpolicies.ThebookchroniclesCuadros’sstruggletostartupasoccerteamatanincreasinglyHispanicpublichighschoolinSilerCity,NorthCarolina—andhowthatteamgrappledwithacceptanceontheplayingfieldandoff.ThroughthestoriesoftheyoungLatinosoccerplayers,CuadrosalsoaddressesthesurgeofLatinoimmigrantsintoNorthCarolinathroughoutthe1990s,aswellasthecultureclashesexperiencedbetweenthenewcomersandlongtimeresidents.Withitsfocusonyouthathletes,theirpersonalstories,andtheirownstrugglesthroughtheprocessofimmigration,“AHomeontheField”isavaluableresourceforeducatorsteachingaboutimmigrationintheirclassroom.Thefollowingthreelessonplans,whichuseexcerptsfromthebooktoteachaboutimmigrationinNorthCarolina,canbetaughtindividuallyorinunison.Forteacherswhohavetimetointegratetheentirebookintotheircurriculum,areadingguideisalsoincluded.Contents• Lesson1(pg.4-14):WhoCanDreamtheAmericanDream?AnIntroductionto“AHomeontheField”• Lesson2(pg.15-25):ExploringtheNeedforCrossCulturalUnderstandingwith“AHomeontheField”• Lesson2Supplement(pg.26-29):UnderstandingHumanStories:ALookatImmigrationwith“30Days”• Lesson3(pg.30-40):ExploringImmigrantWorkingConditionsandImmigrationReformwith“AHomeon
theField”• ReadingGuide(pg.41-57)NCEssentialStandardsforAmericanHistory:FoundingPrinciples,Civics&Economics• FP.C&G.2.2-SummarizethefunctionsofNorthCarolinastateandlocalgovernmentswithinthefederal
systemofgovernment• FP.C&G.2.7-Analyzecontemporaryissuesandgovernmentalresponsesatthelocal,state,andnational
levelsintermsofhowtheypromotethepublicinterestand/orgeneralwelfare• FP.C&G.3.3-Analyzelawsandpoliciesintermsoftheirintendedpurposes,whohasauthoritytocreate
themandhowtheyareenforced• FP.C&G.4.5-Explainthechangingperceptionandinterpretationofcitizenshipandnaturalization• FP.E.1.6-Comparenational,stateandlocaleconomicactivity• FP.E.3.3-AnalyzeorganizationsintermsoftheirrolesandfunctionsintheUnitedStateseconomyNCEssentialStandardsforAmericanHistoryII• AH2.H.3.2-Explainhowenvironmental,culturalandeconomicfactorsinfluencedthepatternsofmigration
andsettlementwithintheUnitedStatessincetheendofReconstruction• AH2.H.3.3-Explaintherolesofvariousracialandethnicgroupsinsettlementandexpansionsince
Reconstructionandtheconsequencesforthosegroups• AH2.H.3.4-AnalyzevoluntaryandinvoluntaryimmigrationtrendssinceReconstructionintermsofcauses,
regionsoforiginanddestination,culturalcontributions,andpublicandgovernmentalresponse• AH2.H.4.1-AnalyzethepoliticalissuesandconflictsthatimpactedtheUnitedStatessinceReconstruction
andthecompromisesthatresulted• AH2.H.4.2-AnalyzetheeconomicissuesandconflictsthatimpactedtheUnitedStatessinceReconstruction
andthecompromisesthatresulted
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• AH2.H.4.3-Analyzethesocialandreligiousconflicts,movementsandreformsthatimpactedtheUnitedStatessinceReconstructionintermsofparticipants,strategies,opposition,andresults
• AH2.H.4.4-AnalyzetheculturalconflictsthatimpactedtheUnitedStatessinceReconstructionandthecompromisesthatresulted
EssentialQuestions• Whatstereotypesandmythsexistregardingimmigration?• WhatisthehistoryofimmigrationintheUnitedStates?• WhatcontributionshaveimmigrantsmadetotheUnitedStatesthroughouthistory?• WhatistheAmericanDreamandhowdoesitapplytotoday’simmigrationdebate?• InwhatwaysdoimmigrantshaveapositiveandnegativeimpactonAmerica’seconomytoday?• Whattypeofanimosityandcontroversiesexistaroundtheissueofimmigrationandwhy?• Whyiscrossculturalunderstandingimportantwhendiscussingissuesofimmigration?• WhataretheconsequencesofillegalimmigrationonAmerica?• ForwhatreasonsdopeopleemigratetoAmerica?• Whatareworkingconditionslikeinmeatprocessingplants?• WhatareworkingconditionslikeforNorthCarolina’sfarmworkers?• Whatrightsandprotectionsshouldimmigrants(legalandillegal)haveandwhy?• Whatarepossiblereformsforimmigrationpolicy?DurationWhilelessonlengthswillvarybasedoneachclassroom’slevelofdiscussion,lessonsaredesignedtobecompletedin60+minutes.Preparation• StudentsshouldhaveanunderstandingofthehistoryofimmigrationinNorthAmerica.Seethe
ConstitutionalRightsFoundation’s“HistoryofImmigrationto1850”and“HistoryofImmigrationtoPresent,”availableforfreetoteacherswhoregisterathttp://crfimmigrationed.org/index.php/lessons-for-teachers.
• Forteacherslackingthetimetoteach“AHomeontheField”initsentirety,theselessonsuseexcerptsfrom“AHomeontheField”byPaulCuadros;teachers.Thatsaid,thebookmakesanexcellentsupplementalreadingwhenstudyingimmigration,thusacompletereadingguideisprovided.
• Likely,studentswhoareimmigrantsthemselveswillbepartofyourclassdemographics.Itisimportantthatteachersensurethesestudentsfeelrespectedandsafeasthistopicisbroachedintheclassroom.Also,sinceimmigrationcanbeacontroversialissue,itisimportanttosetclearandfirmexpectationsaboutrespectfulcommunicationandtoleranceintheclassroombeforediscussingthistopic.SeetheConsortium’sclassroommanagementandcharactereducationactivitiesforestablishingacommunitywherecontroversialtopicscanbesafelyaddressed.(AvailableintheDatabaseofK-12Resourcesinthe“Activities”section,[email protected].)
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WhoCanDreamtheAmericanDream?AnIntroductionto“AHomeontheField”
OverviewTherearemanycommonmisconceptionsregardingimmigrationanditseffectsonAmericansociety.Thesemyths,coupledwiththefailuretoacknowledgeAmerica’shistoryasanationofimmigrants,oftenresultinanimositytowardstoday’snewcomers.Inthislesson,studentswilllearnfactstodispelcommonmythsaboutimmigrants.Studentswillalsoexplorethereasonsforimmigrationthroughouthistory,aswellasthehistoricalthrough-lineregardingthequestforthe“AmericanDream.”UsingtheIntroductionto“AHomeontheField”andanexcerptfromChapter11,studentswillgainanunderstandingofhowtheseissuesareatplayinNorthCarolina’scurrentimmigrationissues.Materials• PowerPointaccompaniment,“LearningAboutImmigrationinNorthCarolinawithAHomeontheField,”
(slides2-16)availableintheDatabaseofK-12Resources:k12database.unc.eduo ToviewthisPDFasaprojectablepresentation,savethefile,click“View”inthetopmenubarofthe
file,andselect“FullScreenMode”o TorequestaneditablePPTversionofthispresentation,[email protected]
• “AHomeontheField,”byPaulCuadroso Introductionchapter,p.vii-xo ExcerptfromChapter11,p.131-133o Visitthefollowingwebsiteforbookpurchasinginformation:
http://www.harpercollins.com/books/Home-Field-Paul-Cuadros/?isbn=9780061120282• DiscussionQuestionsfor“IntroductiontoAHomeontheField,”attached• AmericanDreamQuotes,attachedProcedure
MythsRegardingImmigrants1. Projectslide2ofthePPTandaskstudentswhatcomestomindwhentheyconsidertheword
“immigration.”Notestudentresponsesonapieceofchartpaper.Discusswithstudentswhattheylikelyalreadyknow,thatimmigrationisahotlydebatedandcomplicatedissue,andaskthemtodiscusswhytheythinkthisis.Reiteratetostudentsthattheyhavetherighttohavetheirownopinionsregardingimmigration,butit’simportanttheiropinionsareinformed,basedonfacts,andexpressedinrespectfulways.
2. Tellstudentsthatyouwanttogivethemachancetoanswersomequestionsregardingimmigrants.Teacherscaneitherhavestudentsrespondtothestatementsphysicallybywalkingtothesideoftheroomlabeledwiththewordthatrepresentstheiranswer(“True”or“False”),orteacherscaninstructstudentstoremainseatedandsimplyholdupacorrespondingrightorlefthandnotingtheiranswer.Tellstudentstomoveorholduptheirhandsilentlyasyouprojecteachstatement.Encouragestudentstofollowtheirownthoughtsandopinionsratherthanansweringinaccordancewiththeirfriends.Oncestudentshaveresponded,providethefactualinformationrelatedeachstatementlocatedbelow.• Projectslide3:ImmigrantstakejobsawayfromUScitizens.
o False.o Althoughimmigrantsaccountfor12.5percentoftheU.S.population,theymakeupabout15
percentoftheworkforce.Theyareoverrepresentedamongworkerslargelybecausetherestofourpopulationisaging:Immigrantsandtheirchildrenhaveaccountedfor58percentofU.S.populationgrowthsince1980.Thisprobablywon'tchangeanytimesoon.LowU.S.fertilityrates
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andtheupcomingretirementofthebabyboomersmeanthatimmigrationislikelytobetheonlysourceofgrowthinwhatwecallthe"primeage"workforce--workersages25to55--inthedecadesahead.AsrecordnumbersofretireesbegindrawingSocialSecuritychecks,youngerimmigrantworkerswillbepayingtaxes,somewhateasingthefinancialpressuresonthesystem.
Moreover,immigrantstendtobeconcentratedinhigh-andlow-skilledoccupationsthatcomplement--ratherthancompetewith--jobsheldbynativeworkers.Andtheforeign-bornworkerswhofilllower-payingjobsaretypicallyfirst-hired/first-firedemployees,allowingemployerstoexpandandcontracttheirworkforcesrapidly.Asaresult,immigrantsexperiencehigheremploymentthannativesduringbooms--buttheysufferhigherjoblossesduringdownturns,includingthecurrentone.
It'struethataninfluxofnewworkerspusheswagesdown,butimmigrationalsostimulatesgrowthbycreatingnewconsumers,entrepreneursandinvestors.Asaresultofthisgrowth,economistsestimatethatwagesforthevastmajorityofAmericanworkersareslightlyhigherthantheywouldbewithoutimmigration.U.S.workerswithoutahighschooldegreeexperiencewagedeclinesasaresultofcompetitionfromimmigrants,buttheselossesaremodest,atjustover1percent.Economistsalsoestimatethatforeachjobanimmigrantfills,anadditionaljobiscreated.(Source:FiveMythsAboutImmigrationfromtheWashingtonPost).
o Discuss:§ Whydoyouthinkthismisconceptionexists?§ Immigrantsareoftendoingsomeofthemosttoilinganddifficultjobs,jobsthatmany
peoplerefusetodo.(Letstudentsknowtheywillfocusonthisissuelater.)Whattypesofjobsareimmigrantsoftendoingforoursociety?Ifthesejobsweren’tfilled,howmightthataffectoursociety?
§ Projectthequotesonslide4tofurtherdiscussionofthisissue.Tellstudentsthetwoquotesareactuallyfrom“AHomeontheField,”abookaboutimmigrationinthesmalltownofSilerCity,NorthCarolina.Letstudentsknowthey’llbereadingthebook(orexcerptsfromthebook)laterandaskfortheirinterpretationoftheauthor’smessage:
v “Americaspokewithitsstomachanditwanteditstomatoespicked,itscucumbersgathered,itsorgansharvested,itsblueberriesbusheled,itshamburgerground,itsporkprocessed,itsThanksgivingDayturnkeysslaughtered,itsChristmastreescut,anditschickenbutchered,anditdidn’tmuchcarehowthatwasdoneaslongasthepeoplewhobroughtitsfoodwerekeptinvisibleandcheap.”(p.56)
v “AmericansneverreallyunderstoodwheretheirfoodorotheragriculturalproductslikeChristmastreescamefrom.Iftheyfullygraspedthework,thesweat,thelonghoursforlittlepay,thecoldthattheworkersenduredduringthehardwintermonthsinthemountainsofNorthCarolina,theymightbegintoviewtheirChristmasmorningsdifferently.”(p.100)
• Projectslide5:Immigrationisatanall-timehigh,andmostnewimmigrantscameillegally.o False.
Thehistorichighcamemorethanacenturyago,in1890,whenimmigrantsmadeup14.8percentofourpopulation.Today,abouttwo-thirdsofimmigrantsareherelegally,eitherasnaturalizedcitizensoraslawfulpermanentresidents,morecommonlyknownas"greencard"holders.Andoftheapproximately10.8millionimmigrantswhoareinthecountryillegally,about40percentarrivedlegallybutoverstayedtheirvisas.
It'sworthnotingthatalthoughtheunauthorizedimmigrantpopulationincludesmorepeoplefromMexicothanfromanyothercountry,Mexicansarealsothelargestgroupoflawfulimmigrants.Asfortheflowofillegalimmigrants,apprehensionsalongtheU.S.-Mexicoborder
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havedeclinedbymorethan50percentoverthepastfouryears,whileincreasesinthesizeoftheillegalpopulation,whichhadbeengrowingbyabout500,000ayearformorethanadecade,havestopped.Thisdeclineislargelyduetotherecession,butstepped-upborderenforcementisplayingapart.(Source:FiveMythsAboutImmigrationfromtheWashingtonPost)
o Discuss:§ Whydoyouthinkpeopleassumethatmostimmigrantsarehereillegally?§ ThosewhodocomeintoAmericaillegallydosoatgreatrisk.Whydoyouthinktheytake
suchriskstoliveandworkhere?
• Projectslide6:Today’simmigrantsarenotintegratingintoAmericanlifelikepastwavesdid.o Falseo TheintegrationofimmigrantsremainsahallmarkofAmerica'svitalityasasocietyandasource
ofadmirationabroad,asithasbeenthroughoutourhistory.Althoughsomepeoplecomplainthattoday'simmigrantsarenotintegratingintoU.S.societyasquicklyaspreviousnewcomersdid,thesamechargewasleveledatvirtuallyeverypastwaveofimmigrants,includingthelargenumbersofGermans,IrishandItalianswhoarrivedinthe19thandearly20thcenturies.
Today,asbefore,immigrantintegrationtakesagenerationortwo.LearningEnglishisonekeydriverofthisprocess;theeducationandupwardmobilityofimmigrants'childrenistheother.Onthefirstcount,today'simmigrantsconsistentlyseekEnglishinstructioninsuchlargenumbersthatadult-educationprogramscannotmeetthedemand,especiallyinplacessuchasCalifornia.Onthesecondcount,theNoChildLeftBehindActhasplayedacriticalroleinhelpingeducateimmigrantchildrenbecauseitholdsschoolsnewlyaccountableforteachingthemEnglish.
However,theunauthorizedstatusofmillionsofforeign-bornimmigrantscanslowintegrationincrucialways.Forexample,illegalimmigrantsareineligibleforin-statetuitionatmostpubliccollegesanduniversities,puttinghighereducationeffectivelyoutoftheirreach.Andlawsprohibitingunauthorizedimmigrantsfromgettingdriver'slicensesorvariousprofessionalcredentialscanleavethemstuckinjobswithahighdensityofotherimmigrantsandunabletoadvance.(Source:FiveMythsAboutImmigrationfromtheWashingtonPost)
o Discuss:§ ConsiderthecontinentofNorthAmericaanditshistory.WasEnglishoneofthefirst
languagesspokenonNorthAmerica?(DiscusswithstudentshowlanguagescholarsbelievethatpriortothearrivalofColumbus,approximately300languageswerespokeninNorthAmericabythevariousnativepeoplelivinghere.ThearrivalofColumbusandtheSpanishin1492broughtSpanishspeakerstoNorthAmerica,andbegantheprocessoferadicatingmanyofthenativelanguages.AsEuropefurthercolonizedNorthAmericathroughthe13colonies,languagessuchasDutch,German,Swedish,Welsh,French,andEnglishwereused.WhileEnglishbecamethepredominatelanguageduetothedominationofEnglishspeakingcountriesandleaders,itwascertainlynottheoriginallanguage.)
§ WhydoyouthinkthereissomuchdebatesurroundingwhetherornotimmigrantstothiscountrycanspeakEnglish,giventhatEnglishwasnotthenativelanguagehere(andinfact,SpanishwasspokenherebeforeEnglish)?
§ Whydoyouthinkthemisconceptionexiststhatmostimmigrantscan’tspeakEnglish?§ Doanyofyouspeakmorethanonelanguage?Whatisdifficultaboutlearninganew
language?§ Manyimmigrantsarebilingual–whyisthisactuallyaskillweshouldallbeimpressedwith
andaspireto?
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• Projectslide7:ImmigrantscomehereforwelfareandthusputastrainonAmerica’seconomyandresources.o False.“UndocumentedmencometotheUnitedStatesalmostexclusivelytowork.In2003,over
90percentofundocumentedmenworked—aratehigherthanthatforU.S.citizensorlegalimmigrants(Passel,Capps,andFix2004).Undocumentedmenareyounger,lesslikelytobeinschool,andlesslikelytoberetiredthanothermen(Cappsetal.2003).Moreover,undocumentedimmigrantsareineligibleforwelfare,foodstamps,Medicaid,andmostotherpublicbenefits(Fix,Zimmermann,andPassel2001).”(Source:http://www.urban.org/publications/900898.html)
o Infact,“moststudieshavefoundthatimmigrantsareanetbenefittotheeconomybecause,asa1994UrbanInstitutereportconcludes,immigrantsgeneratesignificantlymoreintaxespaidthantheycostinservicesreceived.’TheCouncilofEconomicAdviserssimilarlyfoundin1986that‘immigrantshaveafavorableeffectontheoverallstandardofliving.’"(Source:DavidCole,"TheNewKnow-Nothingism:FiveMythsAboutImmigration,"TheNation.October17,1994).
• Projectslide8:Immigrantsdon’tpaytaxes.o False.“Undocumentedimmigrantsdopaytaxes.Betweenonehalfandthreequartersof
undocumentedimmigrantspaystateandfederaltaxes.TheyalsocontributetoMedicareandprovideasmuchas7billiondollarsayeartotheSocialSecurityFund.Furtherstill,undocumentedworkerspaysalestaxeswhereapplicableandpropertytaxes—directlyiftheyownandindirectlyiftheyrent.(Source:http://www.justiceforimmigrants.org/myths.html)
• Projectslide9:ImmigrantsareoftenrecruitedtocomeherebyAmericancompanies.
o True.Projectslide10andreadthequotesfrom“AHomeontheField”outloud,againaskingstudentsfortheirinterpretationandopinionoftheauthor’smessage:
§ “Bigbusinesshadinvitedthemtocomeandwork–inmanycases,ithadtransportedthem,providedthemhousing,andgiventhemjobsthatothers…didn’twant.Thisissomethingthatanti-immigrantadvocatesrefusedtoadmit.Manyworkers,whetherundocumentedordocumented,hadbeeninvitedbyAmerica’smostinfluentialandbestrepresentative–CorporateAmerica.Itwasbusinessthatdecidedthatitneededamorepliableandcheaperlaborforce,anditwentoutandgotitdespite,orencouragedby,Washington’slackofofficialimmigrationpolicy.”(Source:AHomeontheField,byPaulCuadros,p.44)
§ “Companiesneededacompliantandpliablelaborforcethatcouldendurethegruelingconditionsofplantsandthatwouldn’t’complainofconditions,wages,orwanttounionize.TheyfoundtheirlaborforceintheLatinAmericanworkerandbeganrecruitingLatinoworkersalongtheborderandinMexico.SomecompaniesevenprovidedtransportationandpromisedhousingiftheycametotheMidwestorSoutheasttoworkintheirplants.”((Source:AHomeontheField,byPaulCuadros,p.viii)
Introduction-“AHomeontheField”
3. Againremindstudentsthatthesequotescomefromabookwrittenaboutourveryownstate,“AHomeontheField.”Projectslide11andletstudentsknowthattheywillbereadingthisbook(orexcerptsfromthebook)inordertolearnmoreaboutimmigrationinourstate.Teachersmaywanttogivestudentsabriefoverviewofthebook,whichcanbeassimpleasreadingitsbackcover:• “Formorethantenyears,thesmalltownofSilerCity,NC,hasbeenatthefrontlinesofimmigration,
drawingworkersfromLatinAmericaaswellasfromtraditionalLatinoenclavesacrosstheUS.WhenreporterPaulCuadrosmovedsouthtostudytheimpactoftheburgeoningLatinocommunity,heencounteredavolatilecultureclashbetweenlongtimeresidentsandthenewcomers,onethateventuallyboiledoverintoananti-immigrantrallyfeaturingex-KlansmanDavidDuke.ThebitterstruggleimbuedCuadroswithanewpurpose:toshowthegrowingnumbersofLatinoyouththattheir
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livescouldbemorethanmenialworkatthelocalpoultryplant.Soccerwouldbethekeytohelpingtheseboysfindabetterplaceinthisworld.”
4. InstructstudentstoreadtheIntroductionchapterto“AHomeontheField,”thendiscuss/answertheattacheddiscussionquestionsinpartnersorgroupsofthree.Afterapproximately15-20minutes,discussthereadingasaclass.
“TheAmericanDream”5. Next,projectslide12andtellstudentstoconsiderthehistoryofimmigrationinthiscountryandask
studentstoconsiderthereasonspeoplehavecometothiscountrythroughouthistory;notestudentthoughtsonchartpaper.Ifanystudentsknowtheirancestryorheritage,askthemtosharewhytheirearlierancestorscametoAmerica.Tofurtherstudentthinking,projecttheimageoftheStatueofLibertyonslide13andaskstudentstodiscuss:• Whatdoyousee?Whatisthis?• WhatisthepurposeoftheStatueofLiberty?Whenandwhywasitbuilt?
o Discusswithstudentsthatthefullnameofthemonumentisthe“StatueofLibertyEnlighteningtheWorld.”ItwasagiftoffriendshipfromthepeopleofFrance,dedicatedin1886,andisgenerallyreveredasauniversalsymboloffreedomanddemocracy.ThestatueislocatedonLibertyIslandinNewYorkCity,adjacenttoEllisIsland,NewYorkCity.
• DoyouthinktheStatueisstillasymboloffreedomanddemocracytoday?Whyorwhynot?• WhatdoyouknowaboutEllisIsland?
o DiscussthatEllisIslandopenedonJanuary1,1892,andbecamethenation'spremierfederalimmigrationstation.Inoperationuntil1954,thestationprocessedover12millionimmigrantsteamshippassengers.AsimmigrantsthroughouthistoryarrivedatEllisIslandfromaroundtheworld,theStatuewasoftenoneoftheirfirstglimpsesoftheUnitedStates,announcingthattheirjourneytothe"landofthefree"hasfinallycometoanend.MillionsofAmerica'spopulationcannowtracetheirancestrythroughEllisIsland.
• IfyouwereanimmigrantarrivingatEllisIslandinthelate1800s,whatmighttheStatuemeantoyou?• WhydoyouthinktheStatueisawoman?• Thoughit’shardtoseeinthepicture,therearechainsatthefeetofthestatue,designedasifto
appearthattheStatuehasbrokenorescapedthesechains.Whatmightthissymbolize?• Whatdoyouthinkthetorchsymbolizes?Whataboutthetabletinherotherhand?• Whatmightthecrownsymbolize?Whydoyouthinktherearesevenspikesonthecrown?
o ExplaintostudentsthatTheStatueofLibertyportraysawomanescapingthechainsoftyranny,whichlieatherfeet.Heldaloftinherrighthandisaflamingtorch,representingliberty.Herlefthandgraspsatabletonwhichisinscribedinromannumerals,thedatetheUnitedStatesdeclareditsindependence,"July4,1776."Shewearsflowingrobes,andthesevenraysofherspikedcrownthatjetsoutintotheskysymbolizethesevenseasandcontinents.
• Whydoyouthinkthesevenseasandcontinentsarerepresentedinthestatue?
6. Moveontoslide14andexplaintostudentsthatthereisalsoapoemengravedattheStatueofLibertybyEmmaLazzurus.Askastudentvolunteertoreadthepoemoutloudanddiscussasaclass:• Whatmessageisthepoettryingtoconvey?• Whoisthestatuewelcomingaccordingtothepoemandwhy?• IsthismessagestillvalidinAmericatoday?Whyorwhynot?Ifnot,whatchangedandwhy,inyour
opinion?Ifyes,whatevidencecanyounotethatprovesitisstillavalidmessagehereinAmerica?
7. Next,projectslide15andtellstudentsyouwantthemtospend5minutesconsideringtheconceptofthe“AmericanDream”insmallgroups.Asstudentsbegintodiscussthefirstquestion,giveeachgrouponeoftheattachedquotesregardingthe“AmericanDream”tofurthertheirdiscussion.Afterallgroupshave
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spentafewmomentsdiscussing,havethemreadtheirquotetotheremainderofclassandbrieflysummarizetheirconversation.Furtherdiscuss:• Howdoestheconceptofthe“AmericanDream”connecttoLazzurus’spoemandtheStatueof
Liberty?• Whatvaluesareimplicitintheconceptofan“AmericanDream?”(i.e.justice,liberty,fairness,
democracy,equality,hardwork,opportunityforall,etc.)• DoesAmericastillholdthesamevaluestodayasthoserepresentedintheStatueofLibertyandinthe
conceptoftheAmericanDream?Explain.8. Postasecondpieceofchartpaperbesidethefirststudentbrainstormofreasonsforimmigration
throughouthistory.Askstudentstonownotethevariousreasonsimmigrants,suchasthoseCuadrosreferredtoascomingina“silentmigration,”venturetoAmericatoday.Oncestudentshavesharedalloftheirthoughts,comparethetwolists.Itislikelymanyanswerswillbesimilar.Discussthecommonalitiesbetweenthetwoliststhenask:• Isthe“AmericanDream”opentoeveryoneintheworld?InAmerica?Explain.• Whataccessshouldtoday’simmigrantshavetoparticipateinthe“AmericanDream?”• Whatroledostereotypesandmythsregardingimmigrants,suchasthosewediscussedatthe
beginningofclass,playregardingimmigrantsaccesstothe“AmericanDream?”
9. Again,focusstudentsonthebook,“AHomeontheField”andtellstudentsthattheyaregoingtojumpaheadinthestoryandreadafewpagesfromChapter11,inwhichCuadrosaddressestheconceptofthe“AmericanDream.”Explaintostudentsthatbythispointinthebook,Cuadros,whilefacingmanyobstaclesandchallenges,hasbeenabletostartasoccerteamatJordanMatthewsHighSchoolinSilerCity,NC.Letstudentsknowthatintheexcerpttheywillread,theywillmeet“Fish,”oneoftheplayersontheteam,andlearnaboutachallengingsituationheisfacing.Studentsshouldbeginreadingatthesecondfullparagraphonpage131with“LeninandImetatSanFelipe’sMexicanrestaurantinthenewshoppingcomplexwhereaWal-Marthadbeenbuilt.”Theyshouldstopattheendofthechapteronpage133.Discussasaclass:• WhydoesFishhavetoreturntoMexico?Whatisheriskingbyreturning?(p.132)Whatdoestaking
thisrisksayaboutFish’scharacter?• WhydoesCuadrossaythat“NeitherafencenortheUnitedStatesArmy”canstopimmigrantsfrom
comingtoAmerica?(p.133)Doyouagreeordisagreeandwhy?• WhatdoesCuadrosmeanwhenhesays,“WhatIfoundtrulyironicaboutthemigrationofLatinosto
theUnitedStates,wasthatitwasmotivatedbyatrulyAmericandesire…”?(p.133)• HowdoesCuadrosdefinebeinganAmerican?Doyouagreewithhisdefinition?Whyorwhynot?
WhatisyourdefinitionofanAmerican?(p.133)• WhatevidencebacksupCuadros’sclaimthatimmigration“makesusastrongernation,more
adaptableandsmarter,andfostersuniqueandcreativetalents”?(p.133)10. Tofurthertheconversation,projectthepoliticalcartoononslide16andaskstudentstoexamineitsilently
forafewmoments,thendiscuss:• Whatdoyousee?(Havestudent’sfirstpointoutsymbols,people,structures,text,etc.)• Whatmessageistheartistsendingaboutimmigration?• Whomightlikeoragreewiththiscartoonandwhy?Whomightdislikeit/disagreewithitandwhy?• Ifyouweretogivethispoliticalcartoonatitle,whatwouldyoucallitandwhy?• Howdoesthispoliticalcartoonconnecttotheexcerptfrom“AHomeontheField”youjustreadand
ourdiscussionthroughouttoday?
11. Asahomeworkassignment,tellstudentstofindanimagethattheyfeelillustratestheanswertothequestion,“WhatistheAmericanDream?”Theimagecanbetakenfromamagazine,newspaper,website,museum,etc.Itcanbeaphotographorapieceofart(i.e.painting,sculpture,drawing,etc.)Students
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shouldwriteaparagraphormoreexplainingwhytheyfeeltheirchosenimageillustratesthe“AmericanDream.”Instructstudentstoalsoprinttheimageorbringinacopytoclass.Duringthebeginningofclassthefollowingday,ensurestudentshavetimetosharetheirhomeworkusingoneofthefollowingtwooptions:• Instructstudentstoposttheirimagesaroundtheroom.Giveeachstudent2Post-ItNotesandgive
themapproximately5minutestobrowsethroughalloftheimages.Astheybrowse,tellstudentstoplacetheirPost-ItNotebesidethetwoimages(otherthantheirown)thattheyfeelmostrepresentstheirconceptoftheAmericanDream.Onceallstudentshavevoted,havethemreturntotheirseats.AskthestudentswhoseimageshavethemostPost-ItNotesbythemtosharetheirparagraphregardingwhattheimagemeanstothem.Afterwards,allowthestudentswhovotedontheimagetosharewhethertheyhadasimilarinterpretationwhenchoosingthatparticularimageornot.
• Dividestudentsintogroupsof5-6andinstructthemtospendafewmomentspassingtheirimagesamongtheirgroupmates.Eachstudentshouldthenretrievetheirimageandsharetheirparagraphregardinghowtheimageanswersthequestion“WhatistheAmericanDream?”
AdditionalResources• OfficeofImmigrationStatistics:“EstimatesoftheUnauthorizedImmigrantPopulationResidinginthe
UnitedStates:January2010”o http://www.dhs.gov/xlibrary/assets/statistics/publications/ois_ill_pe_2010.pdfo Includessummariesandgraphsofundocumentedimmigrationtrendsdatingbackto1980.
• DorisMeissner,“5MythsAboutImmigration”,TheWashingtonPosto http://www.washingtonpost.com/wp-dyn/content/article/2010/04/30/AR2010043001106.html
• “TimesTopics–Immigration”,TheNewYorkTimes.o http://topics.nytimes.com/top/reference/timestopics/subjects/i/immigration-and-
emigration/index.htmlo ThissiteisconstantlyupdatedwiththelatestimmigrationnewsfromTheNewYorkTimesand
otheronlinesources.Italsoincludesashortsummaryofcurrentimmigrationpolicy,thehistoricalbackgroundinformationaboutimmigrationintheUnitedStates,andinteractivegraphsandcharts.
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Name:________________________
DiscussionQuestions–Introductionto“AHomeontheField”
1. Whatmythsthatwediscusseddoestheintroductionaddress?2. WhydoesCuadroscharacterizetheMexicanandLatinAmericanmigrationtoAmericaasa
previously“silentmigration?”(vi)WhatcausedAmericatorecently“becomeawareofthismigrationanditsimpactonoursociety?”(vii)
3. WhatdoesCuadrosidentifyastheoriginofAmerica’simmigrationdebate?Whatcausedthe
initialinfluxofimmigrantstothiscountry?(vi)4. Describethe“freetrade”policies(suchastheNorthAmericanFreeTradeAgreement)ofthe
UnitedStatesandtheireffectonMexico.HowdidtheagreementaffectimmigrationtoAmerica?(vii)
5. Whattransformationtookplaceinthefoodprocessingindustryandwhydidthistransformation
resultinanincreaseinmigrantworkers?(viii)6. WhydidcompaniesactivelyrecruitLatinoworkers?(viii)7. ManyAmericansexpressangertowardsimmigrantworkers,eventhoughsuchworkersarebeing
activelyrecruited,hired,andexploitedbyAmericanbusinessowners.Whydoyouthinktheimmigrantsthemselvestakethebruntoftheanger,ratherthanthebusinessownerswhostrategicallyprofitoffofthesituation?
8. WhatledthemigrationofLatinostobecomeapermanentsituation?(viii)Ifyouwererecruitedto
workinanothercountryforseveralyears,wouldyouwanttobringyourhusbandorwife,children,andotherclosefamilymembersforabetterlife?Explain.
9. WhatdoesCuadrosmeanwhenhesaysthat“SmallruralcommunitieslikeSilerCity,North
CarolinawereatacrossroadswhentheLatinomigrationbegan?”(ix)10. WhatpositiveeffectshasthemigrationofLatinoworkshadonSilerCity?Whydoyouthinknative
NorthCaroliniansoftenfocusonthenegativeaspectsofimmigration(i.e.,legality)ratherthanthepositiveimpacts?(ix)
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AmericanDreamQuotes
Therearethosewhowillsaythattheliberationofhumanity,thefreedomofmanandmindisnothingbutadream.Theyareright.ItistheAmericanDream.
~ArchibaldMacLeish---------------------------------------------------------------------------------------------
IlookforwardconfidentlytothedaywhenallwhoworkforalivingwillbeonewithnothoughttotheirseparatenessasNegroes,Jews,Italiansoranyotherdistinctions.ThiswillbethedaywhenwebringintofullrealizationtheAmericandream--adreamyetunfulfilled.Adreamofequalityofopportunity,ofprivilegeandpropertywidelydistributed;adreamofalandwheremenwillnottakenecessitiesfromthemanytogiveluxuriestothefew;adreamofalandwheremenwillnotarguethatthecolorofaman'sskindetermines
~Dr.MartinLutherKing,Jr.---------------------------------------------------------------------------------------------
Webelievethatwhatmattersmostisnotnarrowappealsmasqueradingasvalues,butthesharedvaluesthatshowthetruefaceofAmerica;notnarrowvaluesthatdivideus,butthesharedvaluesthatuniteus:family,faith,hardwork,opportunityandresponsibilityforall,sothateverychild,everyadult,everyparent,everyworkerinAmericahasanequalshotatlivinguptotheirGod-givenpotential.ThatistheAmericandreamandtheAmericanvalue. ~SenatorJohnKerry
---------------------------------------------------------------------------------------------Americaisthesumofourdreams.Andwhatbindsustogether,whatmakesusoneAmericanfamily,isthatwestandupandfightforeachother'sdreams,thatwereaffirmthatfundamentalbelief-Iammybrother'skeeper,Iammysister'skeeper-throughourpolitics,ourpolicies,andinourdailylives.
~PresidentBarackObama
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---------------------------------------------------------------------------------------------BeinganAmericanissomuchmorethanjusthavingcitizenship.It’sthatbeatinyourhearttobefree,tobeyourownman,tohavecontroloveryourowndestiny.Americahasalwaysbeenanidea.Ithasnothingtodowithpapers,documents,orimmigrationlaws.Ithasalottodowithidealsanddreams. ~PaulCuadros
---------------------------------------------------------------------------------------------TheAmericanDreamis"thatdreamofalandinwhichlifeshouldbebetterandricherandfullerforeveryone,withopportunityforeachaccordingtoabilityorachievement.ItisadifficultdreamfortheEuropeanupperclassestointerpretadequately,andtoomanyofusourselveshavegrownwearyandmistrustfulofit.Itisnotadreamofmotorcarsandhighwagesmerely,butadreamofsocialorderinwhicheachmanandeachwomanshallbeabletoattaintothefulleststatureofwhichtheyareinnatelycapable,andberecognizedbyothersforwhattheyare,regardlessofthefortuitouscircumstancesofbirthorposition."
~JamesTruslowAdams,TheEpicofAmerica,1931.---------------------------------------------------------------------------------------------
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LetAmericabeAmericaagain.Letitbethedreamitusedtobe.LetitbethepioneerontheplainSeekingahomewherehehimselfisfree.(AmericaneverwasAmericatome.)LetAmericabethedreamthedreamersdreamed--LetitbethatgreatstronglandofloveWhereneverkingsconnivenortyrantsschemeThatanymanbecrushedbyoneabove.(ItneverwasAmericatome.)O,letmylandbealandwhereLibertyIscrownedwithnofalsepatrioticwreath,Butopportunityisreal,andlifeisfree,Equalityisintheairwebreathe.(There'sneverbeenequalityforme,Norfreedominthis"homelandofthefree.")
~LangstonHughes,ExcerptfromLetAmericabeAmericaAgain
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ExploringtheNeedforCrossCulturalUnderstandingwith“AHomeontheField”OverviewWhenstudyingcontroversialissuessuchasimmigration,studentsmayexperiencedisagreementsorfeeldiscomfortwiththetopic.Inthislesson,studentswillexploretheconceptofdiversityandwhyhavingdiversity,beitofcultures,races,opinions,etc.,isactuallyanadvantagetoanygroup.Withthisfoundation,studentswillthenexplorewhyimmigrationissuchacontroversialtopicandreadexcerptsfrom“AHomeontheField”thatillustratesomeoftheangersurroundingissuesofimmigration.Throughreadinganddiscussion,studentswillgainanunderstandingoftheimportanceofcrossculturalunderstandingwhendiscussingcontroversialissuessuchasimmigration.Materials• “AHomeontheField,”byPaulCuadros
o ExcerptfromChapter4,pg.35-42o Chapter5
• ReadingGroupRoles,attached• DiscussionquestionsforChapters4&5,attachedProcedure
WarmUp:WhereDoYouStand?1. Asawarm-up,askstudentstodiscuss:
• Whatwouldlifebelikeifwewereallthesame?
2. Next,writetheworddiversityontheboardandaskstudentstosharewhattheythinkthewordmeans.Createadefinitioninclusiveofthefeedbackprovidedfromstudents.Discusswithstudentshowadiverseclassroomisaclassroomfullofpeoplewhohavedifferingopinions,values,backgrounds,cultures,races,etc.Explaintostudentsthatsuchdiversitymakesaclassroomcommunitymoreinterestingandrich,andthatitissomethingtobecelebrated.Toillustratethedifferencesstudentsinhabitinasafeway,tellstudentstheywillparticipateinanactivitycalled“WhereDoYouStand.”
3. Drawtheclass’sattentiontothenumberedline.Tellstudentsthatyouwillsayawordorphraseandthattheyaretomovealongthelineaccordingtotheiropinionofthesubject,1beingstronglydisagreeordislike,10beingstronglyagreeorlove.Remindstudentsofclassexpectationsandtomovesafelyabouttheroom.Also,encouragestudentstobebraveenoughtotaketheirownstandonissuesandnottosimplyfollowtheirfriends’movements.Tellstudentsthattheymustnottalkduringtheexercise.Begintoreadoffsubjectsthatyouwanttheclasstoexplore(takearound8minutestodoso);itisrecommendedthatyoustartoffwithsimpleitems,likefoods,andthenmovetomoresubstantivesubjects.Aftereachsubjectorphraseiscalledandstudentsmove,givestudentsamomenttonoticewhereeveryoneelseintheclassstands.Examplesofsubjectstocalloutinclude:
Pizza BrusselsproutsChocolate PlayingsportsCountrymusic Hip-hopVideogames CartoonsShopping Math Policeofficers TeachersDemocrats Republicans
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Examplestatements:
Thebesttypeofmusiciscountrymusic. Inpastyears,Ihavestruggledwithmath. Iamgenerallyahappy,positiveperson. Myfamilymeansalottome. IworryaboutthepeopleIcareabout. Ibelieveyoushouldstanduptoyourfriendsiftheyareteasingsomeone.4. Onceyouhavecalledallofthetopicsorstatementsyouchoosetouse,askstudentstoguesswhatthey
thinkthepointoftheexercisewas.Ideally,studentswillpointoutthatattimestherewereperhapssimilaritiesamongthem,butthattherewasalsonevercompleteagreementamongthem.Studentsmayalsonotethatsomereactionssurprisedthemorthatpeoplewhoareseemingly“alike”(guys,girls,whitestudents,blackstudents,etc.)didn’tnecessarilyrespondalike.
5. Drawstudents’attentionbacktotheworddiversityandaskthemtoconnectittotheexperiencetheyjusthad.Tellstudentsthatyouwantthemtokeepthisexerciseintheirminds,particularlyastheclassdelvesintomorecontroversialmaterialanddiscussionsthroughouttheyear.Pointoutthattheyareadiversegroupofpeople,withdifferentexperiences,backgrounds,cultures,opinions,andattitudes,andthatthisissomethingtobecelebrated.Askthemtoimaginehowboringclasswouldbeifeverysingleoneofthemwasexactlythesame.Also,pointouttostudentsthatsincetheydon’tnecessarilyagreeonmusicorfood,whenevenmoreserioustopicsarediscussed,theyshouldexpecttoagainhaveadiversityofopinionsoncemore.Facilitatetheunderstandingthatsuchdiversityshouldbewelcomedandrespected.
TeacherNote:Whenstudyingcontroversialissuessuchasimmigration,studentsatsomepointmayexperienceadisagreementorfeeldiscomfortwiththetopic.Atanysuchpoint,remindthemofthisactivityandthatisacceptableandexpectedthatdifferenceswillbepresent.Thisactivitycanevenbeusedfordevelopinga“catchword”todiffuseaconversationthatgetstooheated.(Forexample:“Broccoli!Remember,wedon’tevenagreeonbroccoli,soit’sOKtodisagreeaboutthis.Let’sjusttakeabreathandlistentoeachother.”)
ImmigrationandControversy6. Next,tellstudentstofocusagainonissuesofimmigrationandaskthemtosharewhytheythinkitissucha
controversialtopic.Probestudentstosharethevariousaspectsofimmigrationthataredebatedandnotetheseontheboard.Oncestudentshaveexpendedtheirthoughts,remindthemoftheimportanceofrememberingthatthroughoutthedebates(dealtwithinnewspapers,onTV,inthegovernment,inschools,etc.)it’simportanttorememberthatthereareindividualhumanbeing’sfuturesbeingdecided.Regardlessofone’sopiniononimmigration,weshouldalwaysrememberthatweareultimatelytalkingaboutwhatrights,privileges,andresourceshumanbeingsshouldhave(andnothave.)• Haveyouseenorheardpeoplegetangrywhendiscussing/debatingimmigration?Who?(i.e.local,
state,andfederalgovernmentrepresentatives,familymembers,friends,etc.)• Whydoyouthinkpeoplegetsoangrywhendiscussingcontroversialissuessuchasthis?• Doesbecomingmadhelpsolvetheproblemorreformimmigration?Whyisitimportanttoremain
calmandprofessionalwhendiscussingsuchissues?
7. TellstudentstheyaregoingtoreadanexcerptfromChapter4orChapter5of“AHomeontheField,”whichillustratessomeoftheangersurroundingissuesofimmigration.DividestudentsintosmallgroupsandassignhalfofthegroupsintheclasstoreadtheexcerptfromChapter4;theotherhalfofthegroupsinclassshouldbeassignedtoreadChapter5.(Optionally,teacherscangiveeachgroupmemberaReadingGroupRole;fivesuggestedrolesareattached.Theserolescanbeusedanytimeteacherswanttohavestudentsdiscussanaspectofthebookinsmallgroups.)
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• TellstudentsreadingtheexcerptfromChapter4tobeginonpage35atthebottomofthepagewith“Thatsummer,onahotJulyday,RickGivenswashandingoutattheSilerCityPoliceStation…”andtostopattheendofthechapter.Letstudentsknowthatinthischapter,thetownbeginstostrugglewithsomeoftheissuesitisexperiencingbasedontheinfluxofnewimmigrants.Thestrugglesillustratedinthischapterspecificallyrelatetoeducation.
• StudentsreadingChapter5shouldcompletetheentirechapter(p.43-57).LetstudentsknowthatthischapteralsoinvolvesthetownstrugglingwithissuesofimmigrationbutthingsgoastepfurtherwhentheKKKiscalledin.
Handoutscontainingdiscussionquestionsforeachchapterareattached.Sinceeachchapterhasnumerousdiscussionquestions,teachersmaywanttoassignparticularquestionstothevariousgroupsreadingthesamechapter;thatway,eachgroupwillhavedifferentconversationsthattheycansummarizefortheremainderofclassaftertheactivityiscomplete.
8. Oncestudentshavereadanddiscussedtheirquestionsintheirgroups,havetwovolunteerssummarize
eachofthechaptersread.Then,haveeachgroupreportbackregardingtheirdiscussionofandanswerstothequestionsassignedtotheirgroup.Oncefinished,furtherdiscuss:• InwhatwaysdidthesechaptersillustratehowSilerCitywasstrugglingwithdiversity?• Whatmistakesdoyoufeelcertainpeoplemadeinhowtheyhandledtheirdiscomfortorangerwith
diversity?Whatalternativechoicescouldtheyhavemade?• Ifyoucouldsaysomethingtoanyonefromeitherofthesetwochapters,whatwouldyouwanttosay
andwhy?(i.e.,imagineyoucouldstandupandspeakatthemeeting,whatwouldyousay?Or,imagineyoucouldgrabDavidDuke’smicrophoneandsaysomethingtotherallyparticipants.Whatwouldyousay?)Teacherscanoptionallyassignthisasawrittenactivity.
• Regardlessofyouropinionregardingimmigration,whyiscrossculturalunderstandingimportanttodiscussingtheissue?
9. Asaculminatingactivity,givestudentsthefollowingtwooptionstocomplete:
• Tellstudentstothinkofeverythingthatwasreadinanddiscussedaboutchapter’s4and5.Askthemtoponderwhattheyfeelwasthemostsurprising,interesting,newsworthy,orintriguingmomentorsituationdiscussed.Instructstudentstocreateanewspaperheadline,drawnpicture,andcaptiondepictingsomethingintroducedinthesetwochapters.(Encouragestudentstoworkonsomethingfromthechapterthattheydidnotread.)Teachersshouldcirculateasstudentsbrainstormtheaspect(s)ofthechaptertheywanttoworkwith,andmayalsowanttoencouragestudentstochoosedifferenttopicstoensurevarietyinfinalproducts.Oncestudentshavecompletedtheirheadline,image,andcaption(assignforhomeworkifneeded)poststudentworkaroundtheroomandallowtheclasstocirculateandviewalloftheheadlines.Then,chooseafewtouseasacatalystforreviewbydiscussingwhateachrepresents.
• TellstudentstoimaginethattheyareatelevisionreporterattendingeitherthemeetingatSilerCityElementarydetailedinChapter4,ortheimmigrationrallydetailedinChapter5.Tellstudentstopreparea2-minutenewscastlivefromthescene,recappingwhatishappening/hashappened.Thenewscastmustincludeatleastsixfactsfromthediscussionandmustberealistictotheactualcircumstances.Studentsshouldwriteouttheirscriptandshouldalsobepreparedtodelivertheirnewsreporttoclassmatesatthestartofthenextclass.
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ReadingGroupRoles
FacilitatorYourjobistoleadthediscussiononthereadingassignedtoyourgroup.Makesureeachofthediscussionquestionsforyourreadingisdiscussedandensurethateveryvoiceisheard(includingyourown.)Makesurethegroupstaysfocusedonthetaskassigned.Whileensuringeveryoneelseparticipatesinthediscussion,youshouldalsoprovideyourthoughts.Makesureyoulistentoyourothergroupmembersandaddontotheirideaswheneverpossible.Poseanyofyourownquestionsthatcometomindaswell.RecorderYourjobistotakenotesduringthediscussionyourgrouphasregardingthereadingassignedtoyou.Makesureyouwritedownafinalanswertoeachdiscussionquestion.YouwillassistthePresenterinpreparinghis/hernotesforthesummaryhe/sheprovidestotheothergroupsaswell.Youshouldalsoparticipateinthediscussionbyprovidingyourthoughtstothequestionsposedregardingthereadingassignedtoyourgroup.Makesureyoulistentoyourothergroupmembersandaddontotheirideaswheneverpossible.Poseanyofyourownquestionsthatcometomindaswell.TaskManagerYourjobistomonitorthetimeasyourgroupworksandtoprovidetimewarnings(i.e.“10minutesleft,”“5minutesleft,”etc.)toyourgroup.Makesurethatyourgroupequallydividesitstimeamongthequestionsandtasks,whileensuringallaspectsoftheassignmentarecompletedbeforetimeisup.Ifanysuppliesareneeded,youareresponsibleforgettingthemandensuringtheyarereturned.Also,assisttheFacilitatorinensuringeveryoneinthegroupparticipatesandstaysontrack.Youshouldalsoparticipateinthediscussionbyprovidingyourthoughtstothequestionsposedregardingthereadingassignedtoyourgroup.Makesureyoulistentoyourothergroupmembersandaddontotheirideaswheneverpossible.Poseanyofyourownquestionsthatcometomindaswell.PresenterYourjobistosummarizeyourgroup’sdiscussionfortheremainderofclassoncetimeisup.Makesureyoudothisinawaythatteachestheothergroupsaboutthereadingassignedtoyourgroup.Bepreparedtospeakinaclear,concisemanner.TheRecordercanhelpyouinpreparingandwritingthesummarytobepresented.Youshouldalsoparticipateinthediscussionbyprovidingyourthoughtstothequestionsposedregardingthereadingassignedtoyourgroup.Makesureyoulistentoyourothergroupmembersandaddontotheirideaswheneverpossible.Poseanyofyourownquestionsthatcometomindaswell.
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Q&A-erYourjobistokeeptrackofanyquestionsthatyourgroupmembersposethroughoutthediscussion.Wheneverpossible,assistinfindingtheanswerstothesequestions.(Forexample,youmayneedtolookupawordinthedictionary,orconsultyourtextbookforfurtherinformationonatopic.)Ifthegroupneedstheteacher’sassistance,youareresponsibleforcommunicatingthegroup’squestionsorneedstotheteacher.Also,afterthePresentersummarizesyourgroup’sreadinganddiscussionwiththeremainderofclass,youareresponsibleforansweringanyclarifyingquestionsothergroupsmayhaveofyourgroup.Youshouldalsoparticipateinthediscussionbyprovidingyourthoughtstothequestionsposedregardingthereadingassignedtoyourgroup.Makesureyoulistentoyourothergroupmembersandaddontotheirideaswheneverpossible.Poseanyofyourownquestionsthatcometomindaswell.
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AHomeontheField,Chapter4(p.35-42)
1. AccordingtoRickGivens,whataresomeproblemsthatSilerCitywasexperiencingwithimmigration?WhatactiondoesGivenstaketotryandcorrecttheissues?Doyoufeelhisdecisionwasagoodone?Whyorwhynot?(36)
2. CuadrosexplainsthatSilerCity“…wasexpendingresourcestodealwiththelaborforcethepoultry
industrywasactivelyrecruiting.Itwassubsidizingthepoultryindustry,makingupforinadequateandcostlyhealthplansthatworkersdidn’tchoose…”Yet,whenplacingblame,itisseldomdirectedtowardstheindustriesprofitingfromimmigration.Rather,blameisplacedontheimmigranthimself.Whydoyouthinkthisisthecase?(p.36)
3. WhatdoesCuadrosmeanwhenhesaysthatGivenssawtheproblemswithimmigration“asamatterof
blackandwhite?”(p.36)Isviewingthingsinthiswayeffective?Whyorwhynot?4. WhattypesofdiscriminatoryactstowardsLatinosoccurredafterGivens’letter?(p.37)5. WhatchangeinSilerCity’sschoolsoccurredin1995?(p.37)6. By1998,whatpercentageofSilerCity’sschoolswere“LimitedEnglishProficient”(ESL)?Atthattime,what
supportdidthestateoffertheschoolsandteachersdealingwiththissurgeofESLstudents?7. Whydid“whiteflight”starttooccurinSilerCity’sschools?(p.38)8. Whydoyouthinklanguageisalwaysamajoraspectofcontentionwithimmigration?(p.39)Eventhough
weareofficiallyanEnglishspeakingcountrytoday,EnglishwasnotthefirstlanguageoriginallyspokeninNorthAmerica.Howshouldthisfactshapethelanguagedebateinyouropinion?
9. DescribetheSeptember,1999schoolboardmeetingonSilerCityElementarytransferpolicy.Didsomeof
theparentshavevalidconcerns?Explain.Ontheotherhand,weresomeoftheviewsexpressedunfair?Explain.
10. WhatdoesCuadrosalludetoasbeing“theSouth’ssolutiontoallproblemswhenitcomestorace?”(p.40)
Whyisthisanunrealisticandunjustsolutioninpractice?11. WhatmessagesdoHeidiGreen,DorisMarsh,andSamGregorsendintheirstatementstothecrowd?(40-
41)Doyouagreeordisagreewiththeirstatementsandwhy?12. HowdoyouimaginetheLatinoparentsfeltthroughoutthismeeting?13. DoyouagreewithDavidGonzalez,whosaidthetrueissuesatplaywere“segregation”and
“discrimination?”Explain.(p.41)14. WhydoyouthinkitisamisconceptionthatLatinosdonotpaytaxes?(p.41)15. Cuadrosnotesofthewhiteparents:“Theywereabandoningtheirinstitutionsinfavorofplaceslikethe
newcharterschoolwheretheirchildrenwouldnotbeintheminority.Theyfelttheyhadnochoice.Theirownprejudiceandfearwerepushingthemoutoftheirowntownandtheyweremad.Thewhitepowerstructureintownwasbeingchallengedbythefastmigration.Itsmembersdidn’tknowhowtohandleit.TheyneededtheLatinoworkerstomanthechickenplantsandkeeptheireconomygoing,buttheydidn’tnecessarilywantthepeopleortheirchildrentolivewiththemandshareresources.”Whatdoeshemean
20
bya“whitepowerstructure?”Basedonlookingatthesituationfromthisperspective,howwouldyoucharacterizetheparentsandtheSilerCitycommunityingeneral?(p.41)
16. HowdoyouimaginetheimmigrantchildrenfeltwhenattendingSilerCityElementary?Didanyofthese
childrenhaveanychoiceinbeingbroughttoorborninAmerica?Whythendoyouthinktheyarebeingblamedandpurposefullymadetofeelunwelcome?
17. Whatarethepositiveaspectsofhavingamulticulturalclassroom?Whydoyouthinkthemajorityof
teachersandparentswerenotaddressingsuchpositivepossibilities?18. ExplainthecomparisonCuadrosmakesintermsofhowtownsdealwithmigration.(p.42)19. Inyouropinion,whydocommunitiesoftenrefutechangesopassionately?(p.42)
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AHomeontheField-Chapter5,p.43-571. WhywasGivensreceivingsomuch“flak”?Doyouthinkhewasrightfullyportrayedasa“bigot?”Whyor
whynot?(p.43)
2. WhydoyouthinkmanySouthernersdismisstheideaofracebeingafactorindecisionmaking?WhatdoesCuadrosmeanwhenhesaysthat“WhiteSouthernershaddecidedthattheendofJimCrowhadalsobeentheendofracism”?Whydomanypeople,particularlypeoplewhoarewhite,carrythismisconceptionthatracismisnolongeranissue?(p.43)
3. WhatmessageisCuadrostryingtoconveywhenhesaysthat“raceinAmericaisanextremelycomplicated
issue,intertwinedwithclassandhistory,anditrunsacrossthesurfaceofmanydifferentissuesliketopsoil…”?(p.43)
4. Whyaremanypeoplesouncomfortabletalkingaboutissuesofrace?Cuadrosnotesthatmanywhite
peopleresentbeinglabeledasracistanddon’twanttoconfront“theeconomicandsocialstructureoftheircommunities[that]favoredthem,tothedisadvantageofothers.”WhatpointisCuadrosmaking?(p.44)
5. CuadrosnotesthatLatinoswereconfusedastowhytheywerebeingmetwithsuchhostility.What
double-standarddoesCuadrosexplainastheimpetusoftheirconfusion?(p.44)6. WhatrealizationdoesGivenshavewhenhetravelstoMexico?(p.44-45)Howdoeshisacquiredcultural
awarenessbetterpreparehimtodealwithimmigrationissues?Howcouldsuchunderstandingaidusall?7. WhilevisitingMexico,Givensmeetsateenagerwho,thoughdeformed,limpsformilesonhiscrutchesto
attendschool.Howdoesthevaluethisstudentplacesoneducationcomparetothevaluestudentsatourschoolplaceoneducation?(p.45)
8. HowwouldyoucharacterizeGivensbasedonhisstatementafterhisvisittoMexico:“Istillsayillegalis
illegalbutIfoundoutitwasn’tjustasimpleblack-and-whiteissue…IwaswrongandIammanenoughtoadmitit,”(p.45)
9. InwhatwaysdidGivensliveuptohispledgeto“helpthecommunityassimilateandbecomemoreapart
ofthegreaterSilerCitycommunity?”(p.45)10. DescribeRichardVanderford.(p.46)11. WhydidmanyintheAfricanAmericancommunitysupporttheLatinosanddenouncetheKKKrallyon
February19th?(p.47)
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12. CuadrosnotesthatLatinochildren“wenttoschoolinfearandtrepidation”andthat“theycouldn’t
understandwhypeopleweresoagainstthem.Theirfamiliesworkedhardandsupportedthemselves,theywenttoschool,whydidpeoplehatethemsomuch?Whathadtheydone?”(p.48)Imaginebeingfacedbyasmallchildaskingthesequestionsofyou.Howwouldyourespond?
13. Whydoyouthinkthe“schoolsignoredwhatwashappening?”Doyouthinktheschoolsshouldhavetaken
adifferentapproach?Whyorwhynot?(p.48)
14. WhatmessageisMargaretPollardconveyingwhenshesays:“Solongasthereisnotalkingthereisno
chanceofresolution.Whentheconversationsbegin,eventhoughtheymaybegininconflict,itisoutofconflictthatwegetasenseofthosethingsthatuniteusandseeourcommonissues,ourhumanity,ourcommonneeds.”(p.49)
15. WhydoyouthinkCuadrossaidthat“colorfilmseemedinappropriate”forthedayoftherally?(p.50)16. SummarizethemessageinDavidDuke’sspeech.
17. WhydoesDavidDukecallonAfrican-Americans?(p.52)HowdoyouimaginetheAfricanAmerican
communityrespondedtothiscall?
18. CuadrossaysthattherhetoricofDuke’sspeechwassimilartowhatprofessionalswithinthecommunityhadbeensaying,yetwhenspokenbytheKlanmember,“Thehatewithinthewordswaslaidbarebytheidentityofthespeaker.”WhatpointisCuadrosmaking?(p.53)
19. WhatvaliditycanbefoundinbothDwightJordan’sandJulioPerez’sperspectives?Howcouldtheir
differingperspectivebereconciled?(p.53-54)
20. WhywasDavidDuke’sactionoffillinghisplatewithfriedchickensignificanttoCuadros?
21. WhatdoesCudrossaythatpeoplesincereintheirinterestsinreducingillegalimmigrantswoulddo?(p.
56)
22. WhydoyouthinkmanyLatinosfeel“unrequitedlove”forAmerica?(p.56)
23. Howwouldyoudescribethetone/moodattheendofthischapter?Ifyouhadanopportunitytospeakto
theauthorinthismoment,whatwouldyousaytoattempttolifthisspirits?(p.56-57)
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UnderstandingHumanStories:ALookatImmigrationwith“30Days”OverviewWhatbetterwaytogivepeopleacrashcourseinempathythantohavetheminhabitsomebodyelse'slifefor30days?That'sexactlywhattheFXNetworkshow30Daysattemptstodo.Supplementarytoreading“AHomeontheField,”studentswillviewanddiscussseasontwo’sopeningepisode,“Immigration,”inwhich"aborder-patrollingminuteman"movesinwithanundocumentedMexicanfamily.Materials• 30DaysSeason2,Episode1–“Immigration”
o ThisepisodecanbefoundonNetflix(availableforondemandviewing)orathttp://vimeo.com/11155073
Procedure1. Explaintostudentsthattheyaregoingtowatchanepisodeofatelevisionshowcalled30Days.The
premiseoftheshowistogivepeoplea“crashcourseinempathy”byhavingthemmoveinwithsomeonedifferentthantheminsomeway.Theexperimentistoseewhetherpeoplecancometounderstandthoseontheothersideofanissue.Letstudentsknowthattheyaregoingtowatchanepisodecalled“Immigration,”inwhich"aborder-patrollingminuteman"movesinwithanundocumentedMexicanfamilyforamonth.
2. Playthefirst2minutesoftheepisode,whichsetsupthepremiseoftheepisode,thendiscuss:
• Whatarethetwosidestotheimmigrationdebate?• Wearetoldthata“patrioticminutemanvigilante”isgoingtomoveinwithafamilyof“illegal
immigrants/illegalaliens.”Whatdothesetermsmean?o Explainthatthe“MinutemanProjectisanactivistorganizationstartedin2005byagroupof
privateindividualsintheUnitedStatestomonitortheUnitedStates–Mexicoborder'sflowofillegalimmigrants.ThenamederivesfromtheMinutemen,militiamenwhofoughtintheAmericanRevolution.TheMinutemanProjectdescribesitselfas"acitizens'NeighborhoodWatchonourborder.”(Source:http://en.wikipedia.org/wiki/Minuteman_Project)
o Thetermillegalimmigrantorillegalalienreferstosomeonewhoislivinginacountrynotoftheiroriginanddoesnotmeetthelegalrequirementsforlivinginthatcountry(i.e.,theyareviolatingtheimmigrationlawsofthatjurisdiction.)ThismightinvolvecrossingtheborderintoAmericaillegally,butcanalsorefertosomeonewhocamelegallybutstayedbeyondwhentheirstudentorvisitorvisaexpired.
• Whattookplacein2006thatcreatedevenmorecontroversyaroundtheimmigrationdebate?o Backgroundinformationtosharewithstudents:
“In2006,millionsofpeopleparticipatedinprotestsoveraproposedchangetoU.S.immigrationpolicy.TheprotestsbeganinresponsetoproposedlegislationknownasH.R.4437,whichwouldraisepenaltiesforIllegalimmigrationandclassifyillegalimmigrantsandanyonewhohelpedthementerorremainintheUSasfelons.Aspartofthewiderimmigrationdebate,mostoftheprotestsnotonlysoughtarejectionofthisbill,butalsoacomprehensivereformofthecountry'simmigrationlawsthatincludedapathtocitizenshipforallundocumentedimmigrants.
ThelargestsingledemonstrationoccurredinLosAngelesonMarch25,2006withamarchofmorethan500,000peoplethroughdowntown.ThelargestnationwidedayofprotestoccurredonApril10,2006,in102citiesacrossthecountry,with350,000-500,000inDallasandaround300,000inChicago.Mostoftheprotestswerepeacefulandattractedconsiderablemediaattention.
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TheinitialprotestscausedmuchcontroversyaftersomeprotesterswavedMexicanandCentralAmericanflagsinsteadofAmericanflags.Aspartofthebacklashovertheprotestsandthecontroversyovertheflagsymbolismissue,agroupcallingthemselves"BorderGuardians"burnedaMexicanflaginfrontoftheMexicanConsulateinTucson,Arizona,onApril9,2006.ThefollowingdaythegroupproceededtoburntwoMexicanflagsduringprotestinTucsonwhichwasestimatedtohavehad15,000participants.Becauseofthecontroversy,organizersoftheprotestsencouragedprotesterstoleavetheirMexicanflagsathome,withCardinalRogerMahonytellingLosAngelesprotesterstonotflyanyflagotherthantheUnitedStatesflagbecause,"...theydonothelpusgetthelegislationweneed.”AsaresultofthiscontroversylaterprotestsfeaturedfewerMexicanflagsandmoreprotesterscarryingAmericanflags.”
(Source:http://en.wikipedia.org/wiki/2006_United_States_immigration_reform_protests)• Theintroductionendsbynotingthatourcountryhastypicallybeenknownfor“offeringtheworlda
placeofrefugeandashotattheAmericanDream”andasks,“Isthatdreamover?”Whatdoyouthink?• Whatpredictionsdoyouhaveregardingthisepisode?Whatdoyouthinkwillhappenwhenthe
minutemanmovesinwiththefamilyofillegalimmigrants?
3. Continuetheepisode,stoppingagainat5:10anddiscuss:• WhathaveyoulearnedthusfaraboutFrankGeorge?Why,whenandhowdidhisfamilycometothe
UnitedStates?• AreyousurprisedbyFrank’sinvolvementwiththeminutemen?Whyorwhynot?• Franksays“I’vealreadybeenthroughtheexperienceoflosingacountry.”Whatdoeshemean?What
doyouthinkheisafraidof?• WhydidFrankgetinvolvedwiththeminutemenmovement?Whatdoheandtheminutemendoand
believe?• WhatdoesFranksaytheforemostproblemwithimmigrationis?• Overall,whatisyourfirstimpressionofFrank?
4. Continuetheepisode,againstoppingat18:05todiscuss:• WemeettheGonzalezfamilyandlearnthatRicardoandKarena,theyoungestchildren,areUS
citizens,whereasArmidaandAriel,thetwooldestchildren,aswellastheirparents,are“undocumented.”Whatdoesitmeantobe“undocumented?”WhyisthisnotthecaseforRicardoandKarena?
• HowwouldyoudescribetheconditionstheGonzalezfamilyarelivingin?Whatwouldbedifficultaboutthis,particularlyforArmidaandAriel,whoareteenagers?
• WhydoesArmidaarguethatFrankisahypocrite?Howdoeshedefendhimself?• WhydoesArmidafeelthatsheshouldbeallowedtostayinAmerica?• HowmuchdoestheGonzalezfamily–asafamilyof7-surviveonperyear?• WhattypeofworkdoesRigobertodo?Whydoesheworkforsuchlowwages?Whatdebateexists
concerningtheemploymentofundocumentedimmigrants?• WhatpointdoesArmidatrytomakewhenbringingupthepilgrims?WhatisFrank’sresponse?In
youropinion,whoseargumentwasmoreeffective?• WhatistheAmericanDreamtoArmida?ToFrank?HowareArmidaandFrankalike?Howarethey
different?• HowwouldyoucharacterizeArmidathusfar?Whattypeofstudentissheandwhy?• WhydoesArmida’steachercallFrankanidiot?• TheargumentbetweenFrankandArmida’steacherget’squiteheated,asistypicalwhenmanypeople
debateissuesofimmigration.Whyisthissuchadivisiveissue?• Franksaysthat“Americaisanailingbody.Thesicknessisillegalimmigrationandallthecorruption
thataccompaniesit.Americans,getupandsavethiscountryoryouwillhavenone.”WhatisFrankupsetover/worriedabout?
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• HowdoyouthinkArmidaandherfamilyfelthearingthisargument?
5. Starttheepisodeagainanduponreaching27:40,stopanddiscuss:• ArmidacomplainsthatFrank’sviewofleavingandcomingbacklegallyis“notsosimple.”Whyisshe
frustratedwithFrank’sview?• HowdoesPattycontributetothefamily’smeagerincome?WhyisPattysavingeverylittlebitshecan?• WhatinternalconflictdoesFrankstarttoexperience?Whatcausesthis?• Frankstates:“It’sfunnytomethatArmidaverybadlywantstobeapartofmainstreamAmerica.She
wantstohavethiscollegiateexperience,whereshe’llbeadmittedintothisbigcollegeandhavewhatrichgirlshave.ThereisapointatwhichArmidahastofacereality.It’sveryhard…verydifficult…forsomeonetogetascholarshipofthetypethatshewants,particularlygivenherimmigrantstatus.”DoyouagreewithFrank’scharacterizationofArmida?Whyorwhynot?WhatisevenmoredifficultregardingArmida’scollegeapplicationandacceptanceprocessthanhighschoolstudentswhoarelegalcitizens?
• Atthetimeofthisepisode’sfilming,theUSSenatewasdebatinganimmigrationbillthatwouldprovideapathtocitizenshipforillegalimmigrants.WhatisArmida’sopinionregardingthisbill?WhatisFrank’sopinion?
• WhatisRigoberto’sargumentinfavorofthebill?• Frankstatesthatthebillislike“aidingandabetting”thosebreakingthelaw,whereasArmidaargues
thatitisjust“beinghumane.”Whatisyouropinion?• HowdoesFrankfeelaboutthecandlelightvigil?ArmidatellsFrankhedoesn’tunderstand-whydoes
shesaythis?• TheprotestorswavetheAmericanflagandchant“USA,”butFranksays“theydon’tmeanthat.”Why
isheangry?Whydoyouthinkheagainreferstothisbeinga“revolution”andwhyisheuncomfortablewiththis?
6. Playtheepisodethroughtheendanddiscuss:• Whyhaven’tPattyandRigoseentheirparentsandfamiliesinover12years?Howdoesthisaffect
them?• InwhatwaydoesFrankrelatetoPattyinthismoment?• WhenFrankvisit’sRigo’sbrother,Mario,whatdoeshefindhisandhisfamily’slivingconditionstobe
like?• WhatdoesFrankfindoutregardingwhyRigoleftfortheUS?• WhatistheGonzalez’soldhouselike?• WhatdoesFranklearnduringhistriptoMexico?Whatishesurprisedby?• WhydoeshesayhenowunderstandsArmidabetter?• Armidaandhersiblingsareobviouslymovedbyseeingtheirgrandparentsontape.Whatimpactdo
youthinkbeingseparatedfromyourextendedfamilycouldhave?• Rigoexpressesconcernforhisbrother’ssituationandexplainstoFrankthathehasnootheroption
buttobringMariotoAmerica.CanFrankofferabettersolution?• WhenRigoandFrankuncoversalamandersintheground,Franksays,“It’sfunnythatwhenyouare
young,yourfirstreactionistokillananimallikethat.Butthen,aswegrowolder,welearntoappreciatethis.”Whydoyouthinkthedirectorchosetokeepthisintheepisode?Whatsymbolismmightwegleanfromthissegment?
• InwhatwaysdoesArmidathinkFrankhaschanged?• WhatdoyouthinkFrankhaslearnedfromthisexperience?WhenFranksays“…firstand
foremost…wearehumanbeingsandthat’sthethingthatoverrideseverythingelse…politicsandeverythingelse…”,whatmessageishetryingtoconvey?
• Franksays:“Therecomesatimewhenyouhavetolovepeopleforwhotheyare,allpoliticsaside…It’ssurprisingmeetingpeopleyoudon’t’wantinthiscountrybecauseofthewaytheycameinandthenlikingthemsomuch.Whatashock.”WhatdoesthisshowregardingFrank’sviews?
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• EventhoughArmidawasacceptedtoauniversity,whyissheattendingalocalcommunitycollege?• Overall,whatcanwelearnfromthisepisode?Howdoesitconnecttowhatyouhavebeenreadingin
“AHomeontheField?”
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ExploringImmigrantWorkingConditionsandImmigrationReformwith“AHomeontheField”
OverviewImmigrantworkersoftenfillsomeofthemostneededpositionsinAmerica,whileenduringdifficultandexploitiveworkingconditions.Inthislesson,studentswillexaminesomeoftherealitiesoftheworkingconditionsfoundinpositionsheavilyfilledbyimmigrants,suchasmeatprocessingplantsandfarmwork.Giventhatourcountrydependsuponsuchpositionsbeingfilled,studentswilldebatevariousreformsthatcouldprotectimmigrantworkerswhileadheringtothelaw.Materials• “AHomeontheField,”byPaulCuadros
o Chapter2,pg.9-17• “PoultryPackingFire,”paintingbySueCoe(availableonPPTslide)• “FactsAboutNCFarmworkers,”attached;fromhttp://saf-unite.org/content/fact-sheets• “PossibleImmigrationReforms,”activitystripsattached• “ExploringImmigrationReform,”editorialandassignmentattached
ProcedureWorkingConditionsinMeatProcessingPlants
1. Asawarm-up,projectslide18ofthePPTandaskstudentstoexaminetheartwork.Discuss:• Whatdoyousee?Whataspectsofthispaintingstrikeyoufirst?• Describethepeoplepictured.Whatdotheyappeartobedoingorexperiencing?• Whattextdoyounoticeinthepainting?• Whatlocationdoyouthinkisbeingportrayedhereandwhy?• Whatappearstobehappening?• Whatisthestorytheauthoristryingtotell?Asstudentsdiscuss,allowthemtowalkuptotheprojectedpaintingandpointoutparticularaspectstheywouldliketodiscuss.Studentscanbegivenablankpieceofwhitepapertoholdinfrontofthescreenovertheparticularobjecttheywanttofocuson;thus,thatparticularpartofthepaintingwillbespotlightedontheblankpaper.
2. Oncediscussionwanes,explaintostudentsthatthetitleofthearttheyareviewingis“PoultryPacking
Fire,”byartistSueCoe.ThepaintingrepresentsadevastatingfirethatoccurredintheImperialFoodschickenprocessingplantinHamlet,NorthCarolinaonSeptember3,1991.Twenty-fivepeoplewerekilledand54injuredinthefire,astheyweretrappedbehindlockedfiredoors.Itwasrevealedthattheplanthadnotreceivedasafetyinspectioninelevenyears.Asinglesafetyinspectionthroughoutthoseyearsmighthaverevealedtheproblemandcouldhavepreventedthedisaster.
Afullfederalinvestigationwaslaunched,whichresultedintheownersreceivinga20-yearprisonsentence.ThecompanywasfinedthehighestpenaltyinthehistoryofNorthCarolina.Theinvestigationresultedinthestate'spassinganumberofworkersafetylaws.Theplantwasneverreopened.ThefirewasNorthCarolina'sworstindustrialdisaster.Discussfurther:• Nowthatyouknowthebackgroundofthepainting’ssubjectmatter,whatsymbolismdoyounotice
thatyouperhapsdidn’tcatchbefore?
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• Whatdoyoualreadyknowaboutworkingconditionsinmeatpackingplants?BasedonwhatyouseepicturedandwhatyounowknowaboutImperialFoods,whatareconditionslike?Howwouldyoucharacterizethisjob?
3. Tellstudentstheywillbeexploringwhatworkingconditionsarelikeinmeatprocessingplants,aswellas
whymanyimmigrantsendupfillingsuchpositions.InstructstudentstoreadChapter2of“AHomeontheField”thendiscussandanswerthequestionsprovidedontheattachedhandout.Oncestudentshavereadandansweredthequestions,allowthemtosharetheiranswersasaclassandfurtherdiscuss:• Whydoyouthinksomanyimmigrantsinparticulararefillingjobsatmeatprocessingplants?• Immigrantsareoftencompletinggruelingtasksunderunjustworkingconditions,ensuringthat
Americanscanhavethefoodthattheywanttoeat.Whythenistheresomuchanimositytowardsimmigrants?
• Whatotherjobsareimmigrantsoftenfilling?
NorthCarolina’sFarmworkers4. TellstudentsanotherareainwhichimmigrantsarelargelyemployedwithinNorthCarolinaisthefarming
industry.Giveeachstudentacopyoftheattached“FactsAboutNC’sFarmworkers,”from‘http://saf-unite.org/learn/factsheet.htmandinstructthemtoreviewthehandout(individuallyorinpartners)for5-8minutes.Afterwards,discuss:• WhatvitalroledofarmworkersfillforNorthCarolinaandtheUS?• WhatimpactdofarmworkershaveonNorthCarolina’seconomy?• Whateconomicchallengesdofarmworkersface?• Whathealthchallengestofarmworkersface?• Ofthesechallenges,whichdoyouthinkwouldbemostdifficulttodealwithasafarmworkerandwhy?• Considerthequoteonpage1:“It’sjustridiculousthatwe,theoneswhoarefeedingthewholeworld,
aretheonesthatliveinsuchpoorconditions.”Whydoyouthinkthisisthecase?
5. Tellstudentstoconsiderthetwoindustrydiscussedthusfarinclass:meatpackingandagricultural,bothofwhicharelargelysustainedbyimmigrantlabor,andfurtherdiscuss:• WhyarethesetwoindustriesimportanttoAmericans?Whatdotheseindustriesprovidetous?• Whyaremanyimmigrantsemployedinthesetwoindustries?(Remindstudentsthatoftentimes,
immigrantsarebeingactivelyrecruitedforemploymentintheseindustries.)• WhatdoyouthinkwouldhappentoNorthCarolina’seconomyifallimmigrantswalkedoffthejobin
thesetwoindustries?• Whatprotectionsexistforimmigrantsfillingjobsintheseindustries?Whyaretheresofewprotections
forimmigrantworkers?Doyoufeelthereshouldbemoreprotectionsinplace?Whyorwhynot?• Ifyoudofeelthatmoreprotectionsshouldbeinplace,howcanmoreprotectionsbeofferedto
immigrants?
WhatProtectionsShouldbeAffordedtoImmigrants–ExploringPossibleReforms6. Writethewords“immigrationreform”ontheboardandaskstudentshowmanyhaveheardthephrase.
Allowvolunteerstosharewhere/whentheyhaveheardthephrase,whattheythinkitmeans,and/orwhatcomestomindwhentheyhearit.Explaintostudentsthatimmigrationreformtypicallyconveysahopeofchangeandimprovementthroughamendinglawsorremovingabusesofimmigrationlawsthroughvariousstrategies.Achallengeforimmigrationreformisthatmanydifferentpeoplehavemanydifferentopinionsregardinghowtogoaboutreformingournation’simmigrationpolicies.Inthepoliticalsense,immigrationreformdiscussionscanrangefromargumentsforpromoting,expanding,orsupportingopenimmigration,toreducingoreliminatingimmigrationaltogetherontheotherextreme.Immigrationreformalsoreferstothevariousgovernmentalproposalsconsidered.
7. DividestudentsintogroupsoffourandtellthemtoimaginethattheirgroupistheUSHouseofRepresentatives’CommitteeforEducationandWorkforce.ExplainthatasmembersofthisCommittee,
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theyaregoingtoexamineaproposalforimmigrationreformputforthbyoneoftheirfellowRepresentatives.Theproposalhasbeenassignedtothemforfurtherdiscussionandstudy.Giveeachgrouponeoftheattached“PossibleImmigrationReforms”stripsandtellstudentstoassignthefollowingroles:• CommitteeChair:leadsthediscussionandkeepsthegroupontask• CommitteeSecretary:takesdetailednotesregardingthediscussion• CommitteeReporter:summarizesthereformproposalfortheremainderoftheHousefloor(class)and
detailstheCommittee’sthoughtsandrecommendationregardingthisreform• Committee Responder: answers any questions regarding the Committee’s assigned reform or
summarizationofthereform;keepstrackoftimefortheCommittee
8. Afterassigningtheirroles,givetheclassapproximately10minutestoreadovertheproposedreformanddiscussitindetail.TheChairshouldfirsthaveeachCommitteememberexpresstheiropinionregardingtheproposal.OnceeachCommitteememberhassaidwheretheyinitiallystandontheproposedreform,theChair will lead students through answering each of the questions provided to them. At the end of tenminutes, the Committee Reporter will summarize the proposed reform on the House floor (for theremainder of class) and share the Committee’s decision regarding whether they support or reject theproposalandwhy.Afterallgroupshavepresented,allowstudentstodiscusswhichoftheproposedreformstheyfeelwouldbemosteffective(ifany)andwhy.
9. Asahomeworkassignment,givestudentstheattached“ExploringImmigrationReform”assignment,in
whichtheyaretoreadaneditorialfromtheUSAToday,“Crackdownsinstates,communitieswoundfamiliesandbusinesses,”thenwritetheirowneditorialregardinganissueofimmigration.
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“PoultryPackingFire,”apaintingbySueCoe
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Name:________________________
DiscussionQuestionsforChapter2–“AHomeontheField”1. WhatoccurredattheImperialFoodProductsCompanyinHamlet,NC?(p.10)2. AccordingtoCuadros,whatjobwasconsideredoneofthemostdangerousinthecountry?(p.10)Describe
theworkingconditionsinmeatpacking/chickenplants.(p.10-11)3. Whywasworkerturnoveratmeatpackingandchickenplantsoftenashighas100percent?4. Inwhatwaysdoesaworker’sillegalstatusbenefitanunjustemployer?5. AccordingtotheUSCensusBureau,in1990whichstatehadthefastestgrowingHispanicpopulation?
Whatcausedthisgrowth?(p.12)6. Whatnegativeeffectsdoes“chickencatching”haveonaworker?(p.13)7. Cuadrosposesafewquestionsattheendofthischapter:“HowcouldLatinosbewelcomedinsuch
communitiesthatwerestillstrugglingwiththeirownraceandclassissues?WhatkindofLatinoswouldemergeasthechildrengrewupandhowwouldtheyseethemselves?”(p.12)Predictsomeanswerstothesequestions.
8. Whateffectdidthelossofcommerceandthemovementofbusinessesfromdowntowntofranchise
operationsoutsideoftownhaveonSilerCity?(p.14)9. Whatisaworker’sunion?Whydomanyworkersmakethedecisiontounionize?Whydoyouthink“Union
wasafour-letterwordintheSouth”?(p.15)
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PossibleImmigrationReforms
Interceptunauthorizedimmigrantsattheborder.ProposedbyRepresentativeWhite:
“Ifpeopledon’tgetintothecountryillegallytobeginwith,theywon’tbesubjecttoterribleworkingconditions.”
ThiswouldentailfurtherbeefinguptheBorderPatrolandperhapsevencallingonNationalGuardtroopstohelpout.TheBorderPatrolhasalreadydoneabetterjobbyconcentratingitsforcesonhigh-frequencycrossingpoints,suchasthe13-milebordernearSanDiego.Lights,fences,andautomobilebarriershavebeenbuiltalongthisstretch.Opponentsofinterceptionarguethatitwouldtakeasmallfortunetosealtheborder,becausepeoplewillalwaysfindawaytocrossit.TheypointoutthatoneeffectoftightenedbordersisthattodaymoreundocumentedworkersstayintheUnitedStatesinsteadofgoingbackandforthacrosstheborder.And,whatwouldhappentoAmericanindustriesiftheimmigrantlaborforce,eventhosehereillegally,werenolongeravailabletofilljobs?Discussandreportback:• Whataretheprosandconsofthisproposal?
o InwhatwaywouldthisreformbenefitorhindertheimmigrantfamiliesworkinginAmerica?o InwhatwayswouldthisreformbenefitorhinderyouifyouwereanAmericanbusinessownerhiring
legalimmigrants?Hiringillegalimmigrants?o InwhatwayswouldthisreformbenefitorhindertheAmericaneconomy?
• WouldthisreformbeeffectiveinimprovingrightsandprotectionsforimmigrantsworkinginAmerica?Whyorwhynot?
• Decidewhetherornotyousupportorrejectthisproposaland…o Ifyousupporttheproposal,statewhyyousupportitandwhatpositiveimpactitwouldhave.o Ifyourejecttheproposal,statewhyyoufeelitwouldbeineffectiveandwhatchangestoitor
alternativereformsyouwouldproposeinstead."
Stopemployersfromhiringundocumentedimmigrants.ProposedbyRepresentativeJackson:
“Ifwefocusourattentionanywhere,itshouldbeontheunjustcompanyownerswhoaremakingaprofitbyexploitingillegalimmigrants.”
Thiswouldentailstiffeningpunishmentsonemployers,particularlyrepeatoffenders.Assetsfromabusinesscouldbeforfeitedtothegovernment.Somecurrentfederalpoliciesbeingproposedurgethecreationofamandatorystandardforfraud-resistantidentificationcardsforeverypersonauthorizedtoworkintheUnitedStatesoranelectronicdatabaselistingalleligibleworkers.Opponentsarguethatpunishingemployerswouldhurtbusinessandstartmakingemployersreluctanttohireminorities.Anidentitycardordatabase,theybelieve,wouldviolatetheprivacyrightsofindividuals.Discussandreportback:• Whataretheprosandconsofthisproposal?
o InwhatwaywouldthisreformbenefitorhindertheimmigrantfamiliesworkinginAmerica?o InwhatwayswouldthisreformbenefitorhinderyouifyouwereanAmericanbusinessownerhiring
legalimmigrants?Hiringillegalimmigrants?o InwhatwayswouldthisreformbenefitorhindertheAmericaneconomy?
• WouldthisreformbeeffectiveinimprovingrightsandprotectionsforimmigrantsworkinginAmerica?Whyorwhynot?
• Decidewhetherornotyousupportorrejectthisproposaland…o Ifyousupporttheproposal,statewhyyousupportitandwhatpositiveimpactitwouldhave.o Ifyourejecttheproposal,statewhyyoufeelitwouldbeineffectiveandwhatchangestoitor
alternativereformsyouwouldproposeinstead.
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"
Giveundocumentedworkersapathtogaincitizenship.ProposedbyRepresentativeO’Brien:
“Ifimmigrantswhoarehereillegallyaregiventhechancetobecomelegalcitizens,theywillhavemorerightsasworkers.”
UndocumentedworkersalreadyintheUnitedStateswouldbegivenaworkpermit.Onshowingthattheyhavenocriminalrecordandafteraperiodofyears,theywouldbegiventheopportunitytogetpermanentresidentstatusandeventuallycitizenship.Supporterssaythatthesepeoplehaveenteredwithoutauthorizationmainlybecauseourimmigrationsystemisbroken.Theyarguethattheseworkersshouldgetachancetoearncitizenship.Opponentsarguethatgrantinganamnestyhasbeentriedbeforeandonlyencouragesmoreunauthorizedimmigration.Theyarguethatitwouldrewardunauthorizedimmigrantswholeapfroggedoverotherswaitingtogetproperauthorizationtoenterthecountry.Discussandreportback:• Whataretheprosandconsofthisproposal?
o InwhatwaywouldthisreformbenefitorhindertheimmigrantfamiliesworkinginAmerica?o InwhatwayswouldthisreformbenefitorhinderyouifyouwereanAmericanbusinessownerhiring
legalimmigrants?Hiringillegalimmigrants?o InwhatwayswouldthisreformbenefitorhindertheAmericaneconomy?
• WouldthisreformbeeffectiveinimprovingrightsandprotectionsforimmigrantsworkinginAmerica?Whyorwhynot?
• Decidewhetherornotyousupportorrejectthisproposaland…o Ifyousupporttheproposal,statewhyyousupportitandwhatpositiveimpactitwouldhave.o Ifyourejecttheproposal,statewhyyoufeelitwouldbeineffectiveandwhatchangestoitor
alternativereformsyouwouldproposeinstead."
Createaguest-workerprogram.ProposedbyRepresentativeBaker:
“Ourcountrywillsufferwithoutimmigrantworkers,soweshouldcreateanofficialsystemthatwillallowworkerstoenterlegallyandbeprotectedwhilehere.”
ThiswouldallowalimitednumberofMexicannationalstoenterthecountrylegallyandworkinjobsthatUSworkersarereluctanttotake,suchasfarmwork.ThecountrydidallowguestworkersfromMexico(calledbraceros)fromWorldWarIIuntil1964.SupportersbelievethatitwillbeeasiertoenforceimmigrationlawsandalsoprotectimmigrantworkersifwehavealegalprocedureforlettingintemporaryworkersandgivethemthefullprotectionofUSlaws.OpponentssaythatthebraceroprogramledtomoreunauthorizedimmigrationandgreaterexploitationofMexicanguestworkers.Discussandreportback:• Whataretheprosandconsofthisproposal?
o InwhatwaywouldthisreformbenefitorhindertheimmigrantfamiliesworkinginAmerica?o InwhatwayswouldthisreformbenefitorhinderyouifyouwereanAmericanbusinessownerhiring
legalimmigrants?Hiringillegalimmigrants?o InwhatwayswouldthisreformbenefitorhindertheAmericaneconomy?
• WouldthisreformbeeffectiveinimprovingrightsandprotectionsforimmigrantsworkinginAmerica?Whyorwhynot?
• Decidewhetherornotyousupportorrejectthisproposaland…o Ifyousupporttheproposal,statewhyyousupportitandwhatpositiveimpactitwouldhave.o Ifyourejecttheproposal,statewhyyoufeelitwouldbeineffectiveandwhatchangestoitor
alternativereformsyouwouldproposeinstead."
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Streamlinethelegalimmigrationprocess.ProposedbyRepresentativeGonzalez:
“We’vegottoinvestfederalfundstostraighteningouttheimmigrationsystem;allthe“redtape”inWashingtonisholdinguppeopletryingtocomeandworkinthiscountrylegally.”
Thegovernmentwouldworktostreamlinethecurrentsystem,whichiscloggedwithrequeststoworkintheUnitedStatesortojoinfamilymembersalreadyintheUnitedStates.Supportersnotethatmanypeopleenterwithoutauthorizationbecausethecurrentsystemissobacklogged.OpponentspointoutthatsincetheattacksofSeptember11,2001,ourbordersneedgreatersecurityandimmigrationofficialsshouldcarefullycheckeveryoneenteringthecountry.Discussandreportback:• Whataretheprosandconsofthisproposal?
o InwhatwaywouldthisreformbenefitorhindertheimmigrantfamiliesworkinginAmerica?o InwhatwayswouldthisreformbenefitorhinderyouifyouwereanAmericanbusinessownerhiring
legalimmigrants?Hiringillegalimmigrants?o InwhatwayswouldthisreformbenefitorhindertheAmericaneconomy?
• WouldthisreformbeeffectiveinimprovingrightsandprotectionsforimmigrantsworkinginAmerica?Whyorwhynot?
• Decidewhetherornotyousupportorrejectthisproposaland…o Ifyousupporttheproposal,statewhyyousupportitandwhatpositiveimpactitwouldhave.o Ifyourejecttheproposal,statewhyyoufeelitwouldbeineffectiveandwhatchangestoitor
alternativereformsyouwouldproposeinstead."
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Extendmoregovernmentservicestoimmigrantworkers.ProposedbyRepresentativeBush:“Ifourcountryisgoingtoprofitfromtheworkofimmigrants(byhavingfoodandgoodsproducedcheaperbasedontheirhardlabor),thenwearegoingtohavetocompensatetheseworkersbymakingmorepublicservicesavailabletothemandgettingthemoutofpoverty.”ManyundocumentedimmigrantsfillingneededjobsinAmericaarelivinginpoverty.Whiletheyareeligibletoreceivesomepublicbenefits,whatisavailabletoassistpovertystrickenimmigrantsvariesbylocation.Whatlittleisavailableisoftennotutilizedduetothoseimmigrantswhoareundocumentedfearingdeportation.WiththetwomostimpoverishedgroupsinAmericabeingchildrenfrom0-5yearsoldandimmigrants,supportersfeelthatstepsshouldbemadetoensureillegalimmigrantsareabletoaccessaidriskfree.Immigrantsgivemuchmoretothiscountrythantheytake,thusallowingthemaccesstoneededbenefitsisthehumanethingtodo.ProponentsalsonotethattheUSSupremeCourt,Plyerv.Doe,declaredthatlawsprohibitingimmigrantsfromcertainrightsbasedonimmigrationstatusisunconstitutionalandmustbecloselyexamined.Opponentsarguethatthiswillleadtoanincreaseintaxes,withcitizenspayingfortheservicesutilizedbyundocumentedimmigrants.Theyalsoarguethiswouldleadtoanincreaseinunauthorizedimmigration,asmorepeoplewouldseekresidenceinAmericatoobtainthebenefitsoffered.Discussandreportback:• Whataretheprosandconsofthisproposal?
o InwhatwaywouldthisreformbenefitorhindertheimmigrantfamiliesworkinginAmerica?o InwhatwayswouldthisreformbenefitorhinderyouifyouwereanAmericanbusinessownerhiring
legalimmigrants?Hiringillegalimmigrants?o InwhatwayswouldthisreformbenefitorhindertheAmericaneconomy?
• WouldthisreformbeeffectiveinimprovingrightsandprotectionsforimmigrantsworkinginAmerica?Whyorwhynot?
• Decidewhetherornotyousupportorrejectthisproposaland…o Ifyousupporttheproposal,statewhyyousupportitandwhatpositiveimpactitwouldhave.o Ifyourejecttheproposal,statewhyyoufeelitwouldbeineffectiveandwhatchangestoitor
alternativereformsyouwouldproposeinstead.Source:ModifiedfromtheConstitutionalRightsFoundation’s,“UnauthorizedImmigration–WhattoDo?”;
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ExploringImmigrationReform
I. Readthefollowingeditorial.Underlinephrasesandsentencesthatstrikeyou(perhapsyouagreeor
disagree,findsomethinginterestingorconfusing,haveaquestion,etc.)Writedownthoughts,questions,opinions,etc.thatyouhaveasyoureadinthemargins.
USATodayOpinionsApril16,2008
Crackdownsinstates,communitieswoundfamiliesandbusinesses.
WhenCongressgaveuptryingtopassabalancedimmigrationlawlastyear,itopenedthedoorforstates,countiesandtownstowritetheirownimmigrationlaws.Theresulthasbeenadisquietingnationalexperimentinhandlingillegalimmigrationalmostsolelywitharrestanddeportation.
Severalstateshaveenactedlawsthatshownomercy,evenforimmigrantswithsteadyjobs,deepcommunityroots,ahistoryofpayingtaxesandchildrenwhoarecitizens.Theyhavejustonegoal:Getillegalsout.
Asamatterofice-coldreasoning,thosestatesmakeacasethatwouldpassanylogician'stest:Thelawmusthavemeaning,soifthefederalgovernmentwon'tactagainstwantonlaw-breaking,thenthestatesmust.Oklahoma,whichhasoneofthetoughestnewlaws,nowbarsillegalimmigrantsfromreceivingstateservices,requiresemployerstoverifythatnewworkersarelegal,givespeopleawaytosuecompaniesthathireillegalimmigrants,andmakesitafelonytotransport,harbororconcealanillegalimmigrant.Itwasmeanttobeharsh,anditis.
It'salsoundeniablyeffective.OklahomaHispanicgroupsestimatethatasmanyas25,000leftthestateafterthelawwasapprovedlastyear.Schoolattendancedropped,workersdisappeared,churchattendanceshrankandLatinobusinesseslostcustomers.
What'smissingissimplehumanity—arecognitionthatthevastmajorityofthoseaffectedlackanymaliciousintent.Theycamenottorobbanksbuttoimprovetheirlivesthoughhardwork.Yetfamiliesareuprooted,andparentsareseparatedfromtheirkids.
Legalresidentsandcitizensarehurt,too.Whenspouses,parentsorchildrenareillegal,arelativecanbeplacedatriskfor"harboring"themathomeor"transporting"themtochurch.TherearepersistentreportsthatpoliceinsomeplacestargetHispanicdriversforroadsidestopsanddocumentchecks.Somecitizenshavetakentocarryingpassportsorbirthcertificatestoavoidbeingjailed.
Byintent,thelawshavealsohitbusinesses,whichhavescrambledtoreplacelostworkers.Employerssaythey'rebeingaskedtobecomeimmigrationpolicewithimperfecttools.AstudyinOklahomapredictedthatthelawcouldcostthestate'seconomymorethan$1billionayear,andafirmthatspecializesinfindingnewlocationsforbusinessessaidsomecompanieshavecrossedOklahomaofftheirlists.ThestateChamberofCommerceandotherbusinessgroupsfiledsuittoblockthelaw.
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Ifthere'svirtueinallthis,itistohighlightthehypocrisythathaslongbeenattheheartofineffectualfederalimmigrationlaw:Thenationdoesn'twantillegalimmigrants,butitdoeswantthecheaplabortheyprovide.Soitpasseslawsthendoesn'tpaytoenforcethem.
LawssuchasOklahoma'smaynowexposethedownsideofbeingharsh,justasfederallawhasexposedthedownsideofbeinglax.
There'sabetterremedy,ofcourse,butCongressgaveuponitlastyear.PresidentBush'simmigrationbillwouldhavetoughenedworkplaceenforcementwithastrongverificationsystemandeffectiveIDrequirements.Itwouldalsohaveacknowledgedrealitybyfosteringatemporaryworkerprogramandprovidingarigorouspathtocitizenshipforthemostqualifiedoftheestimated12millionillegalimmigrantsalreadyhere.That'sstillaworthwhileproposal.
LawssuchasOklahoma'saresatisfyingforthosewhoseetheoverillegalimmigration.Buttheyworsenapolarized,anti-immigrantatmospherethatill-servesthenation.
Source:http://blogs.usatoday.com/oped/2008/04/our-view-on-ill.htmlPostedat12:22AM/ET,April16,2008inImmigration-Editorial,Politics,Government-Editorial,ReformingWashington-Editorial1. Summarizetheopinionpresentedbytheauthor:2. Whatalternativesolution(s)istheauthoradvocatingfor?
3. Doyouagreeordisagreewiththeopinionpresentedandwhy?
II. WritinganEditorialAneditorialisanarticlethatpresentsthenewspaper'sopiniononanissue.Editorialsaremeanttoinfluencepublicopinion,promotecriticalthinking,andsometimescausepeopletotakeactiononanissue.Sinceaneditorialisanopinionatednewsstory,itshouldbuildonanargumentandtrytopersuadereaderstothinkthesamewayasitsauthor.Basedupontheeditorialyoujustread,writeyourowneditorialregardingimmigration.Youreditorialcanfocusonaspecificissueofyourchoice(i.e.rightsforimmigrantworkers,arecommendationforimmigrationreform,aresponsetotheeditorialyouread,etc.)Youreditorialshouldhave:• Anintroduction,bodyandconclusionlikeothernewsstories(atleast3paragraphsthataregrammatically
andstructurallycorrect)• Anobjectiveexplanationoftheissueyouareaddressing• Youropinionsdeliveredinaprofessionalandconvincingmanner.Goodeditorialsfocusontheissuesand
refrainfromname-calling• Opinionsfromtheopposingviewpointthatyouchallengeandrefute• Alternativesolutionstotheissuebeingcriticized.Agoodeditorialdoesn’tjustcomplain;ittakesapro-
activeapproachtomakingthesituationbetterbyusingconstructivecriticismandgivingsolutions.• Asolidandconciseconclusionthatpowerfullysummarizesthewriter'sopinion.Themorememorableyou
canmakeit,thebetter.
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CompleteReadingGuidefor“AHomeontheField,”byPaulCuadros
Pre-ReadingQuestions1. Whenyouhearthewordimmigration,whatcomestomind?Whataresomecommonlyheldbeliefsor
stereotypesregardingimmigrants?Whichofthesedoyouthinkaretrueoruntrue?2. WhowerethefirstinhabitantsonNorthAmerica?WhatlanguageswereinitiallyspokenonNorth
America?Whyarethoseinhabitantsandlanguageslargelynonexistenttoday?3. Whenandhowwerethe13coloniesonNorthAmericaformed?WhatgroupsofpeoplecolonizedNorth
Americaandwhatlanguageswerespoken?4. EventhoughEnglishwasnotevenoneofthefirstlanguagesspokenonthiscountry,whyisspeaking
Englishsoprominentandcontroversialtodayintermsoftheimmigrationdebate?5. WhenandhowwastheUnitedStatesformed?Whatvalueswouldyousaywerepartofthisformation?6. Whatisthe“AmericanDream?”Isa“dream”onlyopentocertainpeople?Explain.7. WhataresomeexamplesofhistoricmigrationstotheUnitedStates?8. WhatarethevariousreasonspeoplethroughouthistoryhaveimmigratedtotheUnitedStates?9. UnlessyouareNativeAmerican,atsomepointinhistory(orrecently)youand/oryourancestorswere
immigrants.DoyouknowthehistoryofyourancestorsandtheirjourneytotheUnitedStates(i.e.whatcountrytheycamefrom,whytheycametotheU.S.,howtheycame(bychoice,byforce,bynecessity,etc.)?
10. Arethereanyofyouwhoidentifyyourselfasanimmigranttoday?Ifso,wouldanyoneliketosharewhatreasonsledyourfamilytomigratetotheUnitedStates?
11. Eventhoughwehavealwaysbeenanationofimmigrants,andeventhoughmanyofourownrelativesemigratedtoAmericajustasnewimmigrantscometoday,ournationhasashorthistoricalmemory.Meaning,today,thereisalotofangerandcontroversysurroundingimmigration.Whydoyouthinkthisis?Forthoseofuswhoseancestorsemigratedtothiscountrygenerationsback,howwouldyoufeelifyourownrelativesweretreatedasmanyimmigrantsaretreatedtoday?
12. Whydoyouthinkimmigrationissuchacontroversialissue?
Introduction1. WhydoesCuadroscharacterizetheMexicanandLatinAmericanmigrationtoAmericaasapreviously
“silentmigration?”(vi)WhatcausedAmericatorecently“becomeawareofthismigrationanditsimpactonoursociety?”(vii)
2. WhatdoesCuadrosidentifyastheoriginofAmerica’simmigrationdebate?Whatcausedtheinitialinfluxofimmigrantstothiscountry?(vi)
3. Describethe“freetrade”policiesoftheUnitedStatesandtheireffectonMexico.(vii)4. WhatistheNorthAmericanFreeTradeAgreementandwhywasitpassed?Whatwastheimpactofthis
Agreementon“theMexicanfarmer”?HowdidtheagreementaffectimmigrationtoAmerica?(vii)5. Whattransformationtookplaceinthefoodprocessingindustryandwhydidthistransformationresultin
anincreaseinmigrantworkers?(viii)6. WhydidcompaniesactivelyrecruitLatinoworkers?(viii)7. ManyAmericansexpressangertowardsimmigrantworkers,eventhoughsuchworkersarebeingactively
recruited,hired,andexploitedbyAmericanbusinessowners.Whydoyouthinktheimmigrantsthemselvestakethebruntoftheanger,ratherthanthebusinessownerswhostrategicallyprofitoffofthesituation?
8. WhatledthemigrationofLatinostobecomeapermanentsituation?(viii)Ifyouwererecruitedtoworkinanothercountryforseveralyears,wouldyouwanttobringyourhusbandorwife,children,andotherclosefamilymembersforabetterlife?Explain.
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9. WhatdoesCuadrosmeanwhenhesaysthat“SmallruralcommunitieslikeSilerCity,NorthCarolinawereatacrossroadswhentheLatinomigrationbegan?”(ix)
10. WhatpositiveeffectshasthemigrationofLatinoworkshadonSilerCity?WhydoyouthinknativeNorthCaroliniansoftenfocusonthenegativeaspectsofimmigration(i.e.,legality)ratherthanbenefits?(ix)
FirstSeasonChapter11. HowdoesCuadrosdescribethegameofsoccer?HowdoeshedescribetheLatinoloveofthegame?(p.5)
Whatdoeshemeanwhenhesays“thegameisalwaysplayedinourthroats”?2. Cuadrosnotesthatasacoach,itwasimportantforhimtoconnectwiththeplayersand“switchsomething
oninthemsotheycanbelieveinthemselves.”(p.5)Whatarethevariouswaysacoachcandothis?Whymightreachingthisgoalwithimmigrantsbemorechallenging?
3. Whatchallengesfacingtheteamarenotedoralludedtothroughoutthefirstchapter?4. Inthischapter,theteamhasreturnedtofacethesamecompetitorstheylostto2yearsearlier,the
HendersonvilleBearcats.Whatdifferencesbetweenthetwoteams(culturalandotherwise)arenoted?WhatsensedoestheauthorgivethereaderregardinghowtheHendersonvilleteamtreatedtheJets?
Chapter21. WhatoccurredattheImperialFoodProductsCompanyinHamlet,NC?(p.10)2. AccordingtoCuadros,whatjobwasconsideredoneofthemostdangerousinthecountry?(p.10)Describe
theworkingconditionsinmeatpacking/chickenplants.(p.10-11)3. Whywasworkerturnoveratmeatpackingandchickenplantsoftenashighas100percent?4. Inwhatwaysdoesaworker’sillegalstatusbenefitanunjustemployer?5. AccordingtotheUSCensusBureau,in1990whichstatehadthefastedgrowingHispanicpopulation?What
causedthisgrowth?(p.12)6. Whatnegativeeffectsdoes“chickencatching”haveonaworker?(p.13)7. Cuadrosposesafewquestionsthatheseekstoanswerattheendofthischapter:“HowcouldLatinosbe
welcomedinsuchcommunitiesthatwerestillstrugglingwiththeirownraceandclassissues?WhatkindofLatinoswouldemergeasthechildrengrewupandhowwouldtheyseethemselves?”Predictsomeanswerstothesequestions.
8. WhateffectdidthelossofcommerceandthemovementofbusinessesfromdowntowntofranchiseoperationsoutsideoftownhaveonSilerCity?(p.14)
9. Whatisaworker’sunion?Whydomanyworkersmakethedecisiontounionize?Whydoyouthink“Unionwasafour-letterwordintheSouth”?(p.15)
Chapter31. AccordingtoCuadros,whywereNorthCarolinacommunitiessegregated?Whatotherreasonsnot
mentioneddoyouthinkmayleadtosuchsegregation?(p.20)2. WhydoesCuadroswanttostartasoccerteamfortheLatinostudentsatJordanMatthewsHighSchool?
(p.21)3. WhatissuesdoesCuadroshavewithAmericansoccer?(p.21)4. WhydidCuadroshavedifficultygrowingupinanallwhiteneighborhood?(p.22)Haveyoueverpersonally
experiencedasimilarsituation?(p.22)5. Whymightbeingdifferentthanthemajorityofpeoplearoundyou,whetherdifferentinrace,religion,
language,culture,etc.,behardforayoungperson?Manypeoplewhoarewhitehaveneverconsideredwhatitfeelsliketofeellikeanoutsiderbasedonsuchcharacteristics–whydoyouthinkthisis?
6. WhydidCuadrosspendalotoftimeinPilsen?(p.22)7. WhydidEnriqueandEli’smothermovethefamilyfromChicagotoNorthCarolina?(p.22-26)8. HowdoyouimagineEnriqueandElifeltwhilebeingharassedbythegangmembers?9. Whatcanbedonetoprotecttheyouthwhosefamilydonotmakesuchamoveforsafety?
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10. Eventhoughinvolvementinaganghasnumerousnegativeconsequences(fromillegalactivitytothedangerofjailtimeoreveninjuryordeath),whydoyouthinksomeyoungpeoplechoosetojoin?
11. WhydoesEnriquesaythatSilerCitywas“likeadream?”(p.26)Chapter41. WhywasLenin’sfamilyhomelessfortwoweeksuponmovingtoSilerCity?(p.29)Doyoufinditwrong
thatwhilethechickenplantwashappytohaveLenin’sfatherdothegruelingworkatthechickenplant,membersofthecommunitywouldnotrenttothefamily?Whyorwhynot?
2. HowdidLeninembodyactivecitizenship?(p.29)3. WhydoyouthinkMr.HamiltonignoredLenin’srequestforasoccerteamatJordanMatthews?(p.30)4. WhatdoesCuadrosmeanwhenhesaysthat“itwasdifficulttohavehardfeelingsorbetoopushywhen
peoplerubbedupagainstoneanothersomuch?”(p.30)5. InwhatwaysdotheattitudestowardsFridaynightfootballmirrortheattitudestowardsimmigration?(p.
30)6. CuadrosnotesthatJordanMatthewswasanall-whiteschooluntil1968.Inwhatwaysweretheeffectsof
segregationstillpresentattheschoolinthe1990s?(p.31)7. Inwhatwayscanyoustillseethelastingimpactofsegregationinvariouscommunitiestoday?Many
peoplemistakenlyassumethatbecausesegregationtookplaceinthepast,therearenoissueswithracismtoday.Inwhatwaysisoursocietystillstrugglingwithissuesofrace?Whyisitstillimportanttolearnaboutandaddresssuchissues?
8. WhydidsomeAfricanAmericanstakeissuewiththeJordanMatthews’mascot?(p.31)9. Whydoyouthinkfootballwastheoneareawhereintegrationsuccessfullyoccurred?(32)Howcanthis
samementalitybeextendedbeyondthefootballfield?10. WhatreasonsdidMr.HamiltonnotethatpreventedtheformationofasoccerteamatJordanMatthews?
(p.33)Whydoyouthinkhehadsomanyexcuses?DoyoubelieveracewasplayingafactorinMr.Hamilton’sopposition?Whyorwhynot?
11. EvaluateCuadros’techniqueoflisteningwhensomeonetalks,lettingthemsayalltheywanttosaywhiletakingnotes,thencomingbacktoparticularpoints.(p.33)
12. WhataresomeproblemsthatRickGivensnotesSilerCitywasexperiencingwithimmigration?WhatactiondoesGivenstaketotryandcorrecttheissues?Doyoufeelhisdecisionwasagoodone?Whyorwhynot?(36)
13. CuadrosexplainsthatSilerCity“…wasexpendingresourcestodealwiththelaborforcethepoultryindustrywasactivelyrecruiting.Itwassubsidizingthepoultryindustry,makingupforinadequateandcostlyhealthplansthatworkersdidn’tchoose…”Yet,whenplacingblame,itisseldomdirectedtowardstheindustriesprofitingfromimmigration.Rather,blameisplacedontheimmigranthimself.Whydoyouthinkthisisthecase?(p.36)
14. WhatdoesCuadrosmeanwhenhesaysthatGivenssawtheproblemswithimmigration“asamatterofblackandwhite?”(p.36)Isviewingthingsinthiswayeffective?Whyorwhynot?
15. WhattypesofdiscriminatoryactstowardsLatinosoccurredafterGivens’letter?(p.37)16. WhatchangeinSilerCity’sschoolsoccurredin1995?(p.37)17. By1998,whatpercentageofSilerCity’sschoolswere“LimitedEnglishProficient”(ESL)?Atthattime,what
supportdidthestateoffertheschoolsandteachersdealingwiththissurgeofESLstudents?18. Whydid“whiteflight”starttooccurinSilerCity’sschools?(p.38)19. Whydoyouthinklanguageisalwaysamajoraspectofcontentionwithimmigration?(p.39)Eventhough
weareofficiallyanEnglishspeakingcountrytoday,EnglishwasnotthefirstlanguageoriginallyspokeninNorthAmerica.Howshouldthisfactshapethelanguagedebateinyouropinion?
20. DescribetheSeptember,1999schoolboardmeetingonSilerCityElementarytransferpolicy.Didsomeoftheparentshavevalidconcerns?Explain.Ontheotherhand,weresomeoftheviewsexpressedunfair?Explain.
21. WhatdoesCuadrosalludetoasbeing“theSouth’ssolutiontoallproblemswhenitcomestorace?”(p.40)Whyisthisanunrealisticandunjustsolutioninpractice?
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22. WhatmessagesdoHeidiGreen,DorisMarsh,andSamGregorsendintheirstatementstothecrowd?(40-41)Doyouagreeordisagreewiththeirstatementsandwhy?
23. HowdoyouimaginetheLatinoparentsfeltthroughoutthismeeting?24. DoyouagreewithDavidGonzalez,whosaidthetrueissuesatplaywere“segregation”and
“discrimination?”Explain.(p.41)25. WhydoyouthinkitisamisconceptionthatLatinosdonotpaytaxes?(p.41)26. Cuadrosnotesofthewhiteparents:“Theywereabandoningtheirinstitutionsinfavorofplaceslikethe
newcharterschoolwheretheirchildrenwouldnotbeintheminority.Theyfelttheyhadnochoice.Theirownprejudiceandfearwerepushingthemoutoftheirowntownandtheyweremad.Thewhitepowerstructureintownwasbeingchallengedbythefastmigration.Itsmembersdidn’tknowhowtohandleit.TheyneededtheLatinoworkerstomanthechickenplantsandkeeptheireconomygoing,buttheydidn’tnecessarilywantthepeopleortheirchildrentolivewiththemandshareresources.”Whatdoeshemeanbya“whitepowerstructure?”Basedonlookingatthesituationfromthisperspective,howwouldyoucharacterizetheparentsandtheSilerCitycommunityingeneral?(p.41)
27. HowdoyouimaginetheimmigrantchildrenfeltwhenattendingSilerCityElementary?DidanyofthesechildrenhaveanychoiceinbeingbroughttoorborninAmerica?Whythendoyouthinktheyarebeingblamedandpurposefullymadetofeelunwelcome?
28. Whatarethepositiveaspectsofhavingamulticulturalclassroom?Whydoyouthinkthemajorityofteachersandparentswerenotaddressingsuchpositivepossibilities?
29. ExplainthecomparisonCuadrosmakesintermsofhowtownsdealwithmigration.(p.42)30. Inyouropinion,whydocommunitiesoftenrefutechangesopassionately?(p.42)Chapter51. WhywasGivensreceivingsomuch“flak”?Doyouthinkhewasrightfullyportrayedasa“bigot?”Whyor
whynot?(p.43)2. WhydoyouthinkmanySouthernersdismisstheideaofracebeingafactorindecisionmaking?Whatdoes
Cuadrosmeanwhenhesaysthat“WhiteSouthernershaddecidedthattheendofJimCrowhadalsobeentheendofracism”?Whydomanypeople,particularlypeoplewhoarewhite,carrythismisconceptionthatracismisnolongeranissue?(p.43)
3. WhatmessageisCuadrostryingtoconveywhenhesaysthat“raceinAmericaisanextremelycomplicatedissue,intertwinedwithclassandhistory,anditrunsacrossthesurfaceofmanydifferentissuesliketopsoil…”?(p.43)
4. Whyaremanypeoplesouncomfortabletalkingaboutissuesofrace?Cuadrosnotesthatmanywhitepeopleresentbeinglabeledasracistanddon’twanttoconfront“theeconomicandsocialstructureoftheircommunities[that]favoredthem,tothedisadvantageofothers.”WhatpointisCuadrosmaking?(p.44)
5. CuadrosnotesthatLatinoswereconfusedastowhytheywerebeingmetwithsuchhostility.Whatdouble-standarddoesCuadrosexplainastheimpetusoftheirconfusion?(p.44)
6. WhatrealizationdoesGivenshaveaftertravelingtoMexico?(p.44-45)Howdoeshisacquiredculturalawarenessbetterpreparehimtodealwithimmigrationissues?Howcouldsuchunderstandingaidusall?
7. WhilevisitingMexico,Givensmeetsateenagerwho,thoughdeformed,limpsformilesonhiscrutchestoattendschool.Howdoesthevaluethisstudentplacesoneducationcomparetothevaluestudentsatourschoolplaceoneducation?(p.45)
8. HowwouldyoucharacterizeGivensbasedonhisstatementafterhisvisittoMexico:“IstillsayillegalisillegalbutIfoundoutitwasn’tjustasimpleblack-and-whiteissue…IwaswrongandIammanenoughtoadmitit,”(p.45)
9. InwhatwaysdidGivensliveuptohispledgeto“helpthecommunityassimilateandbecomemoreapartofthegreaterSilerCitycommunity?”(p.45)
10. DescribeRichardVanderford.(p.46)11. WhydidmanyintheAfricanAmericancommunitysupporttheLatinosanddenouncetheKKKrallyon
February19th?(p.47)
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12. CuadrosnotesthatLatinochildren“wenttoschoolinfearandtrepidation”andthat“theycouldn’tunderstandwhypeopleweresoagainstthem.Theirfamiliesworkedhardandsupportedthemselves,theywenttoschool,whydidpeoplehatethemsomuch?Whathadtheydone?”(p.48)Imaginebeingfacedbyasmallchildaskingthesequestionsofyou.Howwouldyourespond?
13. Whydoyouthinkthe“schoolsignoredwhatwashappening?”Doyouthinktheschoolsshouldhavetakenadifferentapproach?Whyorwhynot?(p.48)
14. WhatmessageisMargaretPollardconveyingwhenshesays:“Solongasthereisnotalkingthereisnochanceofresolution.Whentheconversationsbegin,eventhoughtheymaybegininconflict,itisoutofconflictthatwegetasenseofthosethingsthatuniteusandseeourcommonissues,ourhumanity,ourcommonneeds.”(p.49)
15. WhydoyouthinkCuadrossaidthat“colorfilmseemedinappropriate”forthedayoftherally?(p.50)16. SummarizethemessageinDavidDuke’sspeech.17. WhydoesDavidDukecallonAfrican-Americans?(p.52)HowdoyouimaginetheAfricanAmerican
communityrespondedtothiscall?18. CuadrossaysthattherhetoricofDuke’sspeechwassimilartowhatprofessionalswithinthecommunity
hadbeensaying,yetwhenspokenbytheKlanmember,“Thehatewithinthewordswaslaidbarebytheidentityofthespeaker.”WhatpointisCuadrosmaking?(p.53)
19. WhatvaliditycanbefoundinbothDwightJordan’sandJulioPerez’sperspectives?Howcouldtheirdifferingperspectivebereconciled?(p.53-54)
20. WhywasDavidDuke’sactionoffillinghisplatewithfriedchickensignificanttoCuadros?21. WhatdoesCudrossaythatpeoplesincereintheirinterestsinreducingillegalimmigrantswoulddo?(p.
56)22. WhydoyouthinkmanyLatinosfeel“unrequitedlove”forAmerica?(p.56)23. Howwouldyoudescribethetone/moodattheendofthischapter?Ifyouhadanopportunitytospeakto
theauthorinthismoment,whatwouldyousaytoattempttolifthisspirits?(p.56-57)Chapter61. WhatstrategiesdoesCuadrosemploythroughoutthischaptertotryandgetasoccerteamstartedatJM?
(p.61)2. Cuadrosidentifiestherealissuewithstartingasoccerteambeingoneof“commitment.”Whatdoeshe
meanbythis?(p.63)3. WhatdidittaketofinallygetasoccerteamstartedatJM?(p.65)WhatskillsdidittakeonCuadros’part
toseethisthroughtofruition?4. WhatcommitmentdoesCuadrosmakeregardingthesoccerteam?Whatdoesitsayofhischaracterthat
hemadethiscommitment?Whyisitimportantforeachofustomakesimilarcommitments(beitvolunteering,leadinganinitiative,etc.)toourcommunity?(p.66)
Chapter71. Whereassomestudentswereinitiallyexcludedfromplayingsoccerbasedoneligibility,howmight
participationonthesoccerteamhelptocombatlowgradesandpoorattendance?(p.70)2. InwhatwaysdoculturaldifferencesinLatinofamiliesandAmericanfamiliesresultinLatinostudents
missingschool?3. WhydidCuadrosnotallowtheboystoplayacascaritaonthefirstdayofpractice?(p.71)4. Describetheteammembersweareintroducedtointhischapter.(p.71-73)5. HowdoLatinostudentsviewworking?DoyoufeelthisissimilarordifferenttothewaywhiteAmerican-
bornteensviewworking?Explain.(p.76)6. Whatsignificancedoyouthinkthesocceruniformspresentedtotheboysheld?Whatsignificancedidthe
uniformsholdforCuadros?(p.77-78)7. Cuadrostellstheteam,“Nowwe’llseeifyouhavethewill.Theganas.”Whatisthemeaningofganasand
whyisitsignificanttothisstory?(p.78-79)
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8. WhatissymbolicaboutCuadrosliningthefootballfieldforsoccer?Howdoeshiscomment,“IwastracingoverSilerCity’straditionallines,”applytomorethanjustsoccer?WhatdoesCuadrosmeanwhenhesays,“Weallhadourownideasaboutwhatwasinboundsandwhatwasout-of-bounds?”(p.80-81)
9. WhatcontroversyoccurredwithJuan?WhydidCuadrostakethissituationsoseriously?(p.83)10. DescribewhatCuadrosmeanswhenhesaysthattheLatinostudents“livedintwodifferentworldswith
twodifferentidentities.”(p.84)Whatwouldbedifficultaboutthisforayoungperson?
Chapter81. DescribetheworkrequiredofLatinosinthetobaccofields.(p.85)2. Whatisgreentobaccosickness?(p.85)3. WhatwastheoriginalmascotforSouthStanlyHighSchool?(p.86)Whymightsomepeoplebeoffended
bysuchamascot?Doyouthinkmascotssuchasthisshouldbechanged?Whyorwhynot?4. HowaretheLatinoplayerstreatedbytheSouthStanlyplayers?HowdoesCuadrostelltheboysto
respond?(p.86)Doyouthinkthiswasgoodadvice?Whyorwhynot?HowdidthetreatmentoftheLatinoplayersworsenatSouthDavidson?(p.87)
5. Evaluatetheteam’sperformanceinitsfirstyear.Whatchallengeshastheteamfacedthusfarthatmakessuchsuccessevenmorenoteworthy?(p.87)
6. WhatisCuadrosreferringtowiththeterm,“chicken-bonecircuit?”(p.88)7. WhydoyouthinkitwassoimportanttoCuadrosthattheboysatJordanMatthewsplayasateam?(p.88)8. WhywereLatinosoftenthetargetsofcrime?(p.90)9. HowwouldyoudescribeEnrique&Edi’smother,Dolores,basedonwhatwelearnaboutherinthis
chapter?(p.91)10. Basedonwhatyoureadandyourowninferences,howdoyouimagineEnrique&Edifeltwhentheyheard
whathadhappenedtotheirmother?(p.91)11. Describetheflyerpostedabovetheheadcoach’sdesk.WhyisCuadros“stung”bythisflyerandits
contents?(p.96)DoyoufeelCuadroshandledthesituationeffectively?Whyorwhynot?Dosituationslikethisoftenoccur,whenonepersonfeelssomethingisfunny,butanotherpersonfeelsinsulted?Howcanwebetterpreventsuchsituationsfromoccurring,ordealwiththemappropriatelywhentheydooccur?
Chapter91. Cuadrosstates:“Americansneverreallyunderstoodwheretheirfoodorotheragriculturalproductslike
Christmastreescamefrom.Iftheyfullygraspedthework,thesweat,thelonghoursforlittlepay,thecoldthattheworkersenduredduringthehardwintermonthsinthemountainsofNorthCarolina,theymightbegintoviewtheirChristmasmorningdifferently.”(p.100)Whatmessageishetryingtoconvey?WhydoyouthinkmostAmericansdon’tconsiderwhatisenduredtoproduceournecessitiesandluxuries?
2. WhattypeofpressuredoesCuadrosnotethattheboysareunderwhenplaying“public”games?(p.104)WhymightthisbeexacerbatedbytheirbeingamainlyLatinoteam?
3. Cuadrostriestoraisetheteam’sspiritsafteritsloss,encouragingthemtolookbackonalltheyhaveaccomplished.Describewhichaccomplishmentsyoufeelaremostnoteworthy.(p.106)
SecondSeasonChapter101. WhydidAlbertoCuadros,theauthor’sfather,leavehishomeinPeru?(p.112)2. HowandwhydoesDr.LucchesihelpAlberto?(p.112)HowisAlberto’sstorysimilartothatofmanyofour
ownancestors?3. WhatdoesCuadrosmeanwhenhesaysthat“fathersandsonscanpickupthesamethreadinlifeand
weaveasingleclothfromtwolives?”(p.112)4. Cuadrosmentionsthe“painandembarrassmentofnotspeakingEnglish”thatheexperiencedwhen
enteringschoolasanimmigrant.(p.113)Yet,whendebatingimmigration,weseldomconsiderthefeelingsofthechildreninvolved.Whydoyouthinkthisis?
5. BasedonwhatyoulearninthischapteraboutCuadros’background,whydoyouthinkhedevelopedsuchaloveforsoccer?(p.112)WhydoeshewanttoimpartthisontotheboysatJM?
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6. WhatexamplesdoesCuadrosnoteoffeeling“thecoldslapacrossmyfaceofracialprejudice”?(p.113)7. IllegaldrivingisoneofthecomplaintsmanyUSresidentshaveofimmigrants.Whatsolutiondoyou
imagineCuadroswouldposetothisissuewereheasked?(p.114)Inyourpersonalopinion,whatsolutionmakesmostsense?
8. WhywereEnrique,Edi,andArabeevicted?Isthereanyrecourseforanundocumentedfamilywhenexperiencingsuchinjusticefromalandlord?Why?(p.116)
9. HowwouldyoucharacterizeDoloresandherfamily’sethics?(p.116)Whyisthefamily’ssituationdifficultforEnrique?Howwouldyoufeelwereyouinhissituation?Imaginelivinginthisway,thenexperiencingracialtauntingatschooland/orinthecommunity.Howdoyouimagineyouwouldfeel?
10. WhydoesCuadrosfeelthatthe“clubteamswerebecomingadeterrenttogoodsoccerintheUnitedStates?”(p.118)
11. Beyondbeingaverypainfulandseriousinjury,whatmakesEnrique’sACLinjuryevenmoreproblematic?(p.120)
12. Whathappenstomanyundocumentedworkerswhobecomeinjuredonthejob?(120-121)Summarizethe“worstcase”Cuadroshascomeacross.(p.121)
13. WhywerenamesanissueintheLatinocommunity?(p.122)14. TowhomdoesCuadrosfeelistoblameforover-crowdedcommunityhealthcenters?Doyouagreeor
disagreeandwhy?(p.123)Chapter111. Whatdoestheterm“Chicanos”referto?WhydoyouthinktheChicanoshaveahardertimefittinginat
schoolandinlife?(p.126)2. WhydomanyLatinosdropoutofschool?Whataretheconsequencesofsuchactions?WhydoesCuadros
saythatmanyLatinos“failtheirkids”?(p.126)3. WhydoesLeninfeellikehewantstoburnthefootballfield?(p.127)4. WhydoesFishhavetoreturntoMexico?Whatisheriskingbyreturning?(p.132)Whatdoestakingthis
risksayaboutFish’scharacter?5. WhydoesCuadrossaythat“NeitherafencenortheUnitedStatesArmy”canstopimmigrantsfrom
comingtoAmerica?(p.133)6. WhatdoesCuadrosmeanwhenhesays,“WhatIfoundtrulyironicaboutthemigrationofLatinostothe
UnitedStates,wasthatitwasmotivatedbyatrulyAmericandesire…”?(p.133)7. HowdoesCuadrosdefinebeinganAmerican?Doyouagreewithhisdefinition?Whyorwhynot?Whatis
yourdefinitionofanAmerican?(p.133)8. Whatevidencenotesthatimmigration“makesusastrongernation,moreadaptableandsmarter,and
fostersuniqueandcreativetalents”?(p.133)Chapter121. WhywasFishunabletosaygoodbyetohisgrandmother?(p.135-136)2. WhattypeofhelpisthereforthepoorandsickinMexico?Howdoeshavingarelativeworkinginthe
UnitedStateshelpchangethissituation?(p.137)3. Whatdoesapersonriskbycrossingtheborderwithacoyote?(p.140)4. DescribetheexperienceandconditionsofattemptingtocrossintotheU.S.thatFishexperiences.(p.139-)
HowdoyouimaginehefeltbeinglostandaloneafterthegroupwasdiscoveredbytheUSBordercontrolandscattered?(p.142)WhywasthisalifeanddeathsituationforFish?
5. WhatdoesFishriskbyre-crossingwiththemanhemeetsinAguaPrieta?(p.142)6. WhatdoyouthinkFishmeanswhenhesays,“It’slikeadream,Cuadros?”(p.146)
Chapter131. WhydoesCuadrostelltheteamthattheybeatthemselvesinthegameagainsttheRebels?(p.148)2. WhatisLaLiga?WhydoesCuadrosfeelplayingorwatchingLaLigahasinspired“badanddestructive”
soccerhabitsintheteam?(p.149-150)
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3. WhatchangesdoesCuadrosimplementinanattempttokeeptheteamfrom“comingapart?”(p.152)Whydoyouthinktheteammembersare“fragilementally,”asdescribedbyCuadros?(P.152)
4. Cuadrosstatesthat“ManyoftheLatinokidssawAmericaintermsofbrownandwhite.Itwaswhitetoworkindoorsatadesk.Itwasbrowntoworkoutdoors.Itwaswhitetostudyhardanddowellatschool.Itwasbrowntogetby.”(p.153)Whydoyouthinkthisperceptionexists?Aretheresimilarperceptionsregardingotherraces?Explain.
5. EventhoughLeninisdescribedasthemost“assimilatedkidontheteam”who“spokeperfectEnglish,wasbright,andcouldgetalongwithanyone,”hestillfelt“isolatedandalienatedathisjob.”Whydoyouthinkthiswasthecase?(p.154)
6. Whyisassimilationacomplicatedexperience?WhatdifficultiesdoimmigrantsthatdosuccessfullyassimilateintoAmericancultureexperienceinregardstotheirLatinoculture?Cuadrosnotesthat“gainingwealth,acting‘white,’assimilating,andnotspeakingSpanishseparatedpeoplefromthecommunity.”Whatistheaffectofsuchattitudesonthosewhoaresuccessfulatassimilation?(p.155)
7. WhatarethethreegroupsofLatinosthatCuadrossayscanbeindentifiedinthehallsofJM?Whydon’tthesegroups“mix?”Howdoesthesoccerteamhelpthesegroupscometogether?(p.155)
8. WhattypeofreceptiondoestheteamreceivefromtheWildcatfansattheSouthDavidsonHighSchoolgame?Howdothefans’commentsaffecttheboys?(p.156)
9. DescribethealtercationbetweenEdiandTereso.HowwouldyoucharacterizeEdi’sresponse?Wouldyouhavebeenabletorespondinthesameway?Whyorwhynot?(p.158)
Chapter141. Whyistheteamupsetatpractice?Whatisironicabouttheircomingtogethertoaddressthisparticular
issuewiththecoach?(p.161-163)2. WhatdoesCuadrosmeanwhenhesaysthat“Showingangermeantyouhadlostanargument…”?Doyou
agreeordisagreeandwhy?(p.162)3. “Sometimesyouhavetobewillingtoloseeverythinginordertogaineverything.”(163)Doyouagreeor
disagreeandwhy?DidCuadrosmaketherightchoicesuspendingEdiandLechero,evenattheriskoftheteamlosingtheirnextgame?Whyorwhynot?
4. Inwhatwayhavethemembersoftheteambecomeafamily?(p.163-164)5. WhydidtwoofthethreeboysinLechero’sfamilycometotryoutsonalternatedays?(p.165)Whatmight
thistellusabouttheirfamilialcircumstances?Whatdoesittellusabouttheboys’loveforsoccer?6. Basedonwhatyoulearninthischapter,characterizeLecherito.7. Whyaretheboyshappy,eventhoughtheylosethegamewithAlbemarle?WhydoesCuadrosfeelthey
havefinally“turnedacorner”andbecomea“realteam?”(p.166)8. BaseduponthedescriptionofhowEnriquehasdealtwithhiskneeinjury,howwouldyoucharacterize
him?(p.167)9. “Forallthecloudydaysthathehadseeninhisyounglife,thereweremomentsofshininggloryaswell,
whenthewarmraysofthesunwouldtouchhisbrownface.Nomatterwhatwouldhappentohim,Enriquewouldalwayscomeback.Hehadproventhathecouldtakeadversityandturnitaroundintovictory.”(p.169)WhatdoesthisquotetellusaboutEnrique’scharacter?
Chapter151. WhatisthedrinkingageinMexico?DoyouthinkthedrinkingageintheUSshouldbelowered?Whyor
whynot?(p.172)2. CuadrosnotesthatEnriquewasveryintouchwithhisMexicanculture.Whatexamplesdoeshegiveto
illustratethis?Whydoyouthinkheclingstosuchmemories,eventhoughhenowlivesinSilerCity?(p.173)
3. WhyaretheBulldogsfoulingtheJets?WhydoesCuadrosadvisetheJetstonotretaliate?(p.178)4. Cuadrostellstheteamthat“Wehavetolearntowinwithhonorandtolosewithhonor.Ifyoucan’tdo
that,thenwecan’thaveateam.”Whatmessageishetryingtoconvey?Whatdoesheexpecttheboystodowhenotherteamsaren’tplayingfairlyorjustly?Whatwouldbedifficultaboutfollowinghisdirections?(p.182)
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5. WhydoesMr.Moodysaythattheboys’tearsareapositivesign?(p.182)6. WhyisCuadrosangeredbythedriver’s-licensecheckpoint?(p.182-183)
ThirdSeasonChapter161. Whymightthenewplayersbegettingintotrouble?(p.189)2. WhatdecisiondidLocoface?Whatwassodifficultaboutthisdecision?(p.189-190)3. WhatisthemessageofthestorythatCuadrosshareswithLoco?(p.190)4. WhatimprovementsdidSilerCityexperiencebasedonincreasedimmigration?(p.191-193)When
discussingimmigration,whydoyouthinkpeoplesooftenfocusonthenegative?5. InwhatwayshadJordanMatthewsHighSchoolhadbeentransformed?Whatcausedthistransformation?
(p.193)6. Cuadrosnotesthat“ManyLatinasfeelthepressureoflivingintwocultures…”Inwhatwaysarethese
students“livingintwocultures?”Whatmightbedifficultaboutthis?WhatchallengesdoesCuadrosnote?(p.194)
7. ExplaintheculturaldifferencesbetweenAmericans’viewsofdatingandLatino/aviews.(p.194)8. WhydoesDonIndiodictatealettertoCuadros?(p.196-197)WhyisDonIndioworriedaboutwhetherhe
willcomeback?Chapter171. Whatwerethelivingconditionsprovidedby“Pelucas”like?(p.199)2. WhatpointisCuadrostryingtomaketoIndioaboutadaptation?(p.201)3. LikeIndio,manyimmigrantparentstraveltotheUSfirst,leavingtheirchildrenbehind,oftenforyears,as
theyseekabetterlifefortheirfamilies.Whatwouldbedifficultabouthavingaparentwhoresidesinanothercountry?(p.201)
4. DescribeIndio’scrossingintotheUS.Howoldwashewhenhemadethisjourney?(p.202-203)5. BasedonwhatwelearnaboutIndiointhischapter,howwouldyoudescribehim?6. EventhoughIndiohasworkedhardinschoolandearnedtheacademicqualificationsforcollege
acceptance,whatchallengesdoesheandotherimmigrantswhoarenotlegalresidentsfaceregardingactuallyattending?(p.204-205)
7. Howdoyouimagineitwouldfeeltobebroughthereasachild,somethingyouhavenocontrolorchoiceover,toworkhardyourwholeschoolcareer,towanttoattendcollege,buttobeabletodosobecauseyoufindoutyouarenotalegalimmigrant?Isthisafairpolicyinyouropinion?Whyorwhynot?
8. Cuadrosstates,“Thereisverylittledifferencebetweenachicken-plantmanagerwhofiresaLatinoworkerwhocutshishandoraconstructionforemanwholaysoffabricklayerwhobreakshisfootandastatethatsaysthatachildwhohasbeenacceptedandeducatedinitssystemissuddenlyanoutsider.”(205)Whatmessagehisheconveying?Doyouagreeordisagreeandwhy?
9. Cuadrosgoesontostatethat“Havingagroupofsmart,educatedpeoplewhoareforcedtoliveinapermanentunderclasswilldonothingtowardfosteringahealthysociety.”(205)Whatpointishemaking?Doyouagreeordisagree?Whyorwhynot?
10. WhatattributedidIndigohavethatmayhelphimachievehisdreamsofattendingcollege?(p.205)11. WhatexamplesdoesCuadrosnotethattheboysare“juntado”?(p.206)
Cuadrossaysthatheenviestheseboys,evenwithallofthebarrierstheyface:“Ienviedthemtheirlives,theiryouth,theirchallenges,andthewaystheyfoundtocircumventthebarrierstheyfaced.Theysufferedterribledefeatsbutalsoenjoyedwonderfulvictories.”(p.207)Whydoyouthinkhefeelsthisway?
12. Inthischapter,Cuadrosalludestothetitleofthebook:“Theyallknewwhatahardday’sworkwas,hadbeentestedinhardship,experiencedterribleprejudice,andfacedanuncertainfuture.Butallthatfadedawaywhentheystrappedtheirbootsonandranontothepitch.Iftherewasoneplacetheycouldcallhome,aplacewheretheycouldreallyfeelathome,itwashere–betweentwogoalsonadustyfield.”(207)Whatmakesthefieldahomefortheboys?
Chapter18
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1. WhyisCuadrosdisheartened?DoyouthinkhisfearthattheboyswillnotbepreparedforlifeintheUnitedStatesisavalidone?Whyorwhynot?(210)
2. AccordingtoCuadros,whywilltheboysfaceastateofperpetualfearupongraduatingfromhighschool?Isthereanywayfortheboystoavoidthis?(p.210)Doyoubelieveourgovernmentshouldofferalegalpathtocitizenshipforimmigrants?Whyorwhynot?
3. WhydoesCuadrosfeelthattheteam“…wouldalwaysbecontendersbutneverchampions?”Whatwouldyousaytohimtoreinvigoratehishope?(210)
4. WhatshiftwithinChathamCounty’sLatinopopulationdoesCuadrosnote?(p.211)Whatissignificantaboutthischange?
5. WhatproblemsdomanyLatinoswhoareborninAmericaface?(p.211)6. WhatdoesCuadrosmeanby“soccerisagameofspiritaswellasskill?”Doyouthinkthisistrueforall
sports?Explain.(p.212)7. WhyisfacingAlbemarleoncemoresuchanemotionalgameforthestudents?8. Whyisthereferee’scommentstotheteamatthestartofthegameoffensive?WhydoesCuadrosrefrain
fromaddressingtheinsultwiththerefereeinfrontoftheteam?Doyouagreewithhisdecisionto“letitslide?”Wouldyoubeabletodothesame?Whyorwhynot?(p.212)
9. WhatisthechainCuadrosbringstotheteammeanttosymbolize?(p.213)10. WhydoesCuadrossaythattheteamcameofthefieldindisgracethelasttimetheyplayedAlbemarle?
Whatishetryingtoinstillintheboysbysaying,“Winorloose,wewillcarryourselveslikemen”?(p.213)11. “Fuerzayhonor.Strengthandhonor.Whatdoesthatmean?Withfuerzawewillwingames.Butwith
honorwewillbewinners.”(p.213)WhatisCuadrostryingtoinstillintheplayerswiththesewords?12. WhyisitimportantthattheteambeatAlbermarle?(p.214)13. Howdoyouimaginethisvictoryfeltandwhy?(p.214)14. Whatchallengesdoestheteamfaceafterthismonumentalwin?(p.216-217)15. WhydoyouthinkGuerois“headingdownadarkpath”?(p.217)16. WhydoesCuadrossaythatalotofundocumentedstudentsare“disillusioned”?Whyshouldsuch
disillusionmentbeofconcerntoeducators,governmentofficials,communitymembers,etc.?(p.217)WhatwouldyousaytoGuerotoencouragehim?
17. HowdoesCuadrosconvinceGuerotonotdropoutofschool?(p.218)18. WhydoesCuadrossaythatthegameagainstThomasvillewouldbea“testofourcollectivecharacter”?Do
youthinkfollowinghisinstructions(“holdtheirtempersiftheywereinsulted,shoved,pushed,pulled,ortackledfrombehind…”)willbehardfortheteam?Whyorwhynot?(p.219)
19. Describethespiritofbothteam’splayersaftertheSouthDavidsongame.InwhatwayshadtheSouthDavisonteamandfanschanged?(p.219)
Chapter191. Whatwasthe“specialphone”thatCuadrosbroughttothegame?(p.223)2. WhatpressurehasCuadrosplacedonhimself?(p.226)3. Cuadrosstates,“Iplacedanenormousamountofpressureonmyself.Iwantedtomaketheguyswinners–
toinsulatethemfromtheprejudice,theirresidencystatus,andallowthemtoovercomethebarrierserectedbytheclose-minded.”(p.226)Doyoubelievehehashebeensuccessfulinanyofthesegoals?Explain.
4. WhydoesCuadrossaythathighschoolballteamsoftenhavethe“dreamsofacommunitybehindthem?”Whattypeofpressurecomeswiththis?(p.226)
5. “Ihadspentmylifesearchingformyownplace.Igrewupisolatedandcutofffrommyowncommunity,alwaysontheperiphery.Coachinghadbroughtmetothecenter.Onthefield,withmyboysaroundme,Iwashome.Weplayed,fought,laughed,andcriedthere.AndIknewthatinthisSoutherntown,onthisfieldofgreenandblue,Ihadfoundaplacetocallmyown.”(p.228)Whydoyouthinkthefield,withthehighschoolplayersaroundhim,iswhereCuadrosfelt“athome?”
6. WhodoesCuadrosdedicatetheirfinalgameto?Whatissignificantaboutthisdedication?(p.229)7. TheJetsmakeittothefinalsattheendofthechapter–howdoyouimaginethisfeltforthem?What
challengeshavetheyovercometomakeitthisfar?(232)
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8. Cuadrosendsthechapterbystatingthathedidn’tcarewhethertheteamwonthestatechampionship:“TherewasonlyonethingIwanted.AndIwanteditrealbad.IthadbeenthethingIhadwantedsincestartingtheprogram,theimageIkeptmyeyeon,notevenallowingmyselftoutteritoutloud.Itoldnoone.Throughouteverypracticeandduringeverygameforthepastthreeyears,Ihadthoughtonlyaboutthisonething.”(p.233)Whatdoyouthinkitis?
Chapter201. BasedonCuadros’description,whatarethetwoworldsIndioslipsbetween?(p.241)2. WhatisCuadrosreallyquestioningwhenheasks:“Wasthesoccerfieldanydifferentfromthetomato
filed?Orthechickenfield?Ortheconstructionfield?Latinoswerealwayssafewhentheykepttotheirfields.Butwhentheysteppedbeyondthem,whentheymovedfromundertheprotectivelightsoftheirfields,theysteppedintothedarkness,theunknownworldofbeingundocumented.”(p.241)
3. Eventhoughhisgradesweregood,CuadrosnotesthatIndio’schanceofbeingabletogotocollegeisslim.Why?Whatmightassisthiminachievingthisdream?(p.241)
4. WhatstrangephonecalldoesCuadrosreceive?CharacterizeCuadros’sresponsetotheman:“Ifhewaslookingforafightoranoutburst,hehascalledthewrongguy.Thatwasnevermystyle.”(p.242)
5. “Sportshaveawayofmakingpeoplebehaveinallkindsofdifferentways.Insome,itbringsoutanabilitytoriseaboveadversityandtocompetehardbuthonestly.Inothers,itraisesthebaserinstincts–behaviorthatcanatbestbedeemedunsportsmanlike.”(p.242)Whatexamplesthroughoutthenovelillustratetheseoppositeformsofbehavior?
6. WhydoesCuadroshavetheboysmeethimintheschool?(p.243)7. WhatissuedoesCuadrostakewiththewallofchampions?(p.243)8. WhatdoesCuadrosmeanwhenhetellstheboysthattheirpictureisthebrickwall;thattheirhistoryhas
notbeenwrittenthereyetandisstillinbrickandmortar?(243)Chapter211. ComparethearrivaloftheJetstotheDevilPups.(p.248)2. WhathadtheteamdoneontheanniversaryofSeptember11thtohonorAmerica?Whydoyouthinkthis
memorycametoCuadrosnow?(p.250)3. WhattypeofsupportdidtheJetsgetatthechampionshipgame?(p.250-251)4. Whatistheoutcomeofthegame?HowdoyouimaginethisfelttotheJets?(258)5. AccordingtoCuadros,whywasthiswinsoimportantfortheimmigrantsontheteam?(p.258)6. Whatallhadtheteamprovenwiththeirwin?(p.258)7. WhattypeofreceptiondoestheteamreceiveupontheirreturntoSilerCity?(p.260)Whyisthisreception
significant?8. WhydoyouthinkCuadrosremindsthereaderoftheDavidDukedemonstrationthathadoccurredinSiler
Cityin2000specificallyatthispointinthebook?(p.261)9. InwhatwayshasthetownprogressedintheirattitudetowardsLatinosfromthebeginningofthebook
untilnow?10. WhydoyouthinkGuerodroppedoutofschool?WhydoesCuadrostakeitpersonally?(p.262)11. WhydoesthephotographoftheJetspresenta“promiseofabrighterfuture?”(p.264)
Epilogue1. InwhatwaysisthepopulationoftheUnitedStateschanging?Whyaresomanypeoplethreatenedbythis
change?2. WhatexamplesofhistoricaloppressiondoesCuadrosalludetowhendiscussingthe“colorline”?(p.265)
Whatspecificexamplescanyouthinkofthroughouthistorywhengroupsofpeoplehavebeenoppressedortreatedunjustlybasedontheirrace,ethnicity,religion,language,culture,etc.?Isthereawaytoensuresuchoppressiondoesnotcontinue?Explain.
3. What“newbeginning”doesCuadroshopefor?(p.265)4. WhydoesCuadrosclassifytheLatinomigrationasa“silentmigration?”(p.265)
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5. WhatdoesCuadrosmeanbytheterm“whiteprivilege?”WhatexamplesdoesCuadrosnoteofgroupstryingtoprotect“whiteprivilege?”(p.266)
6. Cuadrosstatesthat“Childrenwhowerebroughthereunauthorizedbytheirparentsshouldnotbearthesamestigmanorsufferthesameconsequencescurrentlybeingdebated.Theyareinnocentscaughtupinthewhirlwindsofglobalization,corporategreed,andthedeprivationsofitsaftermath.”Heasks,“DoesAmericanowbelievethatthesonsshallbeartheinequitiesofthefather?WhatwillAmericadowiththisillegalgeneration?”(p.267)Howwouldyouanswerthisquestion?INyouropinion,howshouldthegovernmentdealwithchildrenwhowerebroughtherethroughnochoiceoftheirownandcurrentlylivewiththelimbostatusof“undocumented”or“illegal”immigrant?
7. DoyoubelievethatAmericahastheabilitytoacceptimmigrationinitsnearfuture?Whyorwhynot?Overall/CulminatingQuestions1. Cuadrossaysthat“SilerCityhasalottoteachAmericaabouthowtohandlethissituation[regarding
immigration].”(p.x)Afterreadingthebook,whatdoyouthinkhemeans?WhatdoesSilerCityhavetoteachtherestofthecountry?
2. Ifyoucouldasktheauthoronequestion,whatwouldyouwanttoknowandwhy?3. WhydoyouthinkCuadroschosethetitle“AHomeontheField”?Ifyouweretopickanalternatetitlefor
thebook,whatwouldyoutitleitandwhy?4. WhydoyouthinkCuadroswantedtotellthisstoryoftheJordanMatthewssoccerteamanditsLatino
players?5. Oftheplayers,whodidyoulearnsomethingfromandwhatdidyoulearn?Whoinspiredyouandwhy?
Whichplayerdoyoufeelfacedthegreatestamountofchallengesandwhy?Whichplayerdoyoufeelovercamethechallengespresentedtohimandinwhatway?
6. Whatcanthisbookteachusaboutimmigration?7. Ifyoucouldrecommendittoonepersonoroneparticulargroupofperson,whowouldthatbeandwhy
shouldtheyinparticularreadthisbook?Quotesforfurtherexploration(i.e.classinterpretation/discussion,shortanswer,journalresponse,etc.)“ButraceinAmericaisanextremelycomplicatedissue,intertwinedwithclassandhistory,anditrunsacrossthesurfaceofmanydifferentissuesliketopsoil.”(p.43)“Bigbusinesshadinvitedthemtocomeandwork–inmanycases,ithadtransportedthem,providedthemhousing,andgiventhemjobsthatothersinSilerCitydidn’twant.Thisissomethingthatanti-immigrantadvocatesrefusedtoadmit.Manyworkers,whetherundocumentedordocumented,hadbeeninvitedbyAmerica’smostinfluentialandbestrepresentative–CorporateAmerica.Itwasbusinessthatdecidedthatitneededamorepliableandcheaperlaborforce,anditwentoutandgotitdespite,orencouragedby,Washington’slackofofficialimmigrationpolicy.”(p.44)“Solongasthereisnotalkingthereisnochanceofresolution.Whentheconversationsbegin,eventhoughtheymaybegininconflict,itisoutofconflictthatwegetasenseofthosethingsthatuniteusandseeourcommonissues,ourhumanity,ourcommonneeds.”(p.49)“Americaspokewithitsstomachanditwanteditstomatoespicked,itscucumbersgathered,itsorgansharvested,itsblueberriesbusheled,itshamburgerground,itsporkprocessed,itsThanksgivingDayturnkeysslaughtered,itsChristmastreescut,anditschickenbutchered,anditdidn’tmuchcarehowthatwasdoneaslongasthepeoplewhobroughtitsfoodwerekeptinvisibleandcheap.”(p.56)“Ilovethiscountrybutit’sanunrequitedlove.IthinkthatmanyLatinos,especiallythenewergenerations,feelthiswaytowardAmerica.Weloveit,butAmericacanbecapriciouswithheraffection,leavinguslikejiltedlovers,would-weary,butperenniallyhopeful.”(p.56)
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“AmericansneverreallyunderstoodwheretheirfoodorotheragriculturalproductslikeChristmastreescamefrom.Iftheyfullygraspedthework,thesweat,thelonghoursforlittlepay,thecoldthattheworkersenduredduringthehardwintermonthsinthemountainsofNorthCarolina,theymightbegintoviewtheirChristmasmorningsdifferently.”(p.100)“[MyfatherandI]weremirrorimagesofeachother.IbecamethemanhealwayswantedtobeandhislifealwaysinspiredmetobethemanIhadalwayswantedtobe.Funnyhowfathersandsonscanpickupthesamethreadinlifeandweaveasingleclothfromtwolives.”(p.112)“TalkinCongressbymenfromimmigrantfamiliesthemselves,likeRepresentativeBillTancredofromColorado,aboutbuildingafenceattheborderanddeportingpeople,wouldneverstopthetideofimmigrantsfromriskingeverythingtocometotheUnitedStates.Tancredoandotherslikehimneverfullyunderstoodwhypeoplecamehere.Theyweredesperateforabetterlifeandtheywerewillingtorisktheirownlivesandthelivesoftheirfamiliestofindit.NeitherafencenortheUnitedStatesArmycouldstopwhatwasbeatingintheirhearts.Humanbeingswillfindawaytoimprovetheirlives,nomatterwhatobstaclesarethrownintheirpath.”(p.132-133)“BeinganAmericanissomuchmorethanjusthavingcitizenship.It’sthatbeatinyourhearttobefree,tobeyourownman,tohavecontroloveryourowndestiny.Americahasalwaysbeenanidea.Ithasnothingtodowithpapers,documents,orimmigrationlaws.Ithasalottodowithidealsanddreams.”(p.133)“ManyoftheLatinokidssawAmericaintermsofbrownandwhite.Itwaswhitetoworkindoorsatadesk.Itwasbrowntoworkoutdoors.Itwaswhitetostudyhardanddowellatschool.Itwasbrowntogetby.”(p.153)“Sometimesyouhavetobewillingtoloseeverythinginordertogaineverything.”(163)“Family.Ithoughtaboutfamilylongandhardonthewayhomefrompracticethatevening.Iwantedtheplayerstothinkofoneanotherlikethat.Andtheydid.Theyhadgrownuptogether,sharingsomanyofthesameexperiences.Theyhadfacedbeingsegregatedinthiscommunitytogether.TheyhadallsharedthehotembarrassmentofsayingawordorphraseinEnglishincorrectlyandbeinglaughedat.Theyhadenduredthestaresandthemutteredwordsbehindtheirbacks.Theyplayedsoccerwithoneanotherforhoursonhotdaysinthesummerorcoldafternoonsinthewinter.Theyknewoneanotherwell…Theywereallentwinedwithoneanother.”(163)“Forallthecloudydaysthathehadseeninhisyounglife,thereweremomentsofshininggloryaswell,whenthewarmraysofthesunwouldtouchhisbrownface.Nomatterwhatwouldhappentohim,Enriquewouldalwayscomeback.Hehadproventhathecouldtakeadversityandturnitaroundintovictory.”(169)“Theyallknewwhatahardday’sworkwas,hadbeentestedinhardship,experiencedterribleprejudice,andfacedanuncertainfuture.Butallthatfadedawaywhentheystrappedtheirbootsonandranontothepitch.Iftherewasoneplacetheycouldcallhome,aplacewheretheycouldreallyfeelathome,itwashere–betweentwogoalsonadustyfield.”(207)“IbeganthinkingthatnomatterhowhardIworkedwiththeboys,orhowmuchIpushedthemtobegreaterthantheirindividualselves,itwouldneverbeenoughtoovercometheirproblems.Iwantedthemtobechampions,topreparethemfortheirliveshereintheUnitedStates.Iknewtheywouldbeprofoundlytestedbythissocietyinunforeseeableways.Thuhumiliations,thedegradation,thepride-crushingblows–allwereonthehorizonforthemwhentheygraduated–iftheygraduated.”(210)“Theyhadavagueawarenessofwhatawaitedthemafterhighschool.Fornowtheylivedinabubble,unexposedtotheindignitiesofbeingLatinoinAmerica.Theyweresecure,couldusetheirrealnames,and
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didn’t’havetonegotiatetheshadowyworldoftheundocumentedmigrant.Butinacoupleofyears,alltheirachievementswouldbesweptawayandtheywouldbeleftwithlittlemorethanthe‘status’ofillegalimmigrants.Theywouldhavetoassumenewidentitiesandliveinastateofperpetualfearofbeingfoundout.”(210)“Fuerzayhonor.Strengthandhonor.Whatdoesthatmean?Withfuerzawewillwingames.Butwithhonorwewillbewinners.”(p.213)“Ihadspentmylifesearchingformyownplace.Igrewupisolatedandcutofffrommyowncommunity,alwaysontheperiphery.Coachinghadbroughtmetothecenter.Onthefield,withmyboysaroundme,Iwashome.Weplayed,fought,laughed,andcriedthere.AndIknewthatinthisSoutherntown,onthisfieldofgreenandblue,Ihadfoundaplacetocallmyown.”(228)Indio…”walkedoffthefieldandIwatchedashesteppedintothediffusedlightaroundthetrack.Heseemedtohangthereforamoment,suspendedindoubt–afigureoutoffocus–beforeslippingfinallyintothedark.IbentovertopacktheballsthathadbeenscatteredonthefieldintotheirblackbagandwatchedasIndiosteppedintoanunknownworld.Onthefieldhewasagiftedathlete,onewhoinspiredadorationbecauseofhistalents,andhehadapromisingfuture.Butoncehesteppedoffthefield,beyonditsbluelines,hebecameillegal–ananimaltoberoundedupanddeported.Thisisthewaythecountrysawhim.”(p.241)Wasthesoccerfieldanydifferentfromthetomatofield?Orthechickenfield?Ortheconstructionfield?Latinoswerealwayssafewhentheykepttotheirfields.Butwhentheysteppedbeyondthem,whentheymovedfromundertheprotectivelightsoftheirfields,theysteppedintothedarkness,theunknownworldofbeingundocumented.”(p.241)“Theywereallchampionsnow.Nomatterwhathappenedintheirlives,theywouldalwaysknowintheirheartsthattheycouldbetheverybestatsomething.Whenthingswereeventheycouldcompeteandwin.”(258)“Americaisinthemidstoffundamentalpopulationchangesthatwillforeveralteritsnationalcharacter.Inthenextfiftyyearstherewillbemorepeoplethatwilllooklikeme,andthecountry’sidentitywillbetransformed.By2050,halfthepopulationintheU.S.willbewhite,non-Hispanic,accordingtoU.S.Censusprojections.TheremaininghalfwillbecomposedofpeopleofcolorwithLatinosrepresentingthelargestgroupatanestimatetwenty-fourpercent.ThediscussionofraceandethnicitywillforeverbealteredandanewlanguagewillhavetobedevelopedindealingwithAmerica’smostpersistentandcomplexissue.Theideaofaminorityclassofpeoplemaybediscardedandanewparadigmoffellowshipforged.Ifonecanclaimamajoritythennoonecanbeintheminorityandperhapsthecolorlinethathasenslaved,marginalized,andhurtsomany,boththeexploitedthroughphysicalhumiliationandtheexploiterthroughmoraldegradation,canbewashedaway,andwecanemergetogethercleanandatanewbeginning.”(p.265)ThemigrationofLatinostoAmericainthepastfifteenyearshasleftthecountryangryandraw.NowAmericaonlyseekstopunish–eventhosewhoareinnocentofanyviolationofthelaw.Childrenwhowerebroughthereunauthorizedbytheirparentsshouldnotbearthesamestigmanorsufferthesameconsequencescurrentlybeingdebated.Theyareinnocentscaughtupinthewhirlwindsofglobalization,corporategreed,andthedeprivationsofitsaftermath.DoesAmericannowbelievethatthesonsshallbeartheinequitiesofthefather?WhatwillAmericadowiththisillegalgeneration?IstherenomoreroominAmerica’sheartforforgiveness,foramnesty,forchildrenwhobrokenolaw?IsthishowPharaoh’shearthardens?”(p.267)