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1 Learning About Immigration in North Carolina with “A Home on the Field” Overview Throughout US history, immigration has played a vital role in American life and politics. As we see immigration issues play out in the news today, we often forget the human lives behind the headlines. Paul Cuadros’s “A Home on the Field” places a spotlight on the people impacted by America’s immigration policies. The book chronicles Cuadros’s struggle to start up a soccer team at an increasingly Hispanic public high school in Siler City, North Carolina — and how that team grappled with acceptance on the playing field and off. Through the stories of the young Latino soccer players, Cuadros also addresses the surge of Latino immigrants into North Carolina throughout the 1990s, as well as the culture clashes experienced between the newcomers and long time residents. With its focus on youth athletes, their personal stories, and their own struggles through the process of immigration, “A Home on the Field” is a valuable resource for educators teaching about immigration in their classroom. The following three lesson plans, which use excerpts from the book to teach about immigration in North Carolina, can be taught individually or in unison. For teachers who have time to integrate the entire book into their curriculum, a reading guide is also included. Contents • Lesson 1 (pg. 4-14): Who Can Dream the American Dream? An Introduction to “A Home on the Field” • Lesson 2 (pg. 15-25): Exploring the Need for Cross Cultural Understanding with “A Home on the Field” • Lesson 2 Supplement (pg. 26-29): Understanding Human Stories: A Look at Immigration with “30 Days” • Lesson 3 (pg. 30-40): Exploring Immigrant Working Conditions and Immigration Reform with “A Home on the Field” • Reading Guide (pg. 41-57) NC Essential Standards for American History: Founding Principles, Civics & Economics • FP.C&G.2.2 - Summarize the functions of North Carolina state and local governments within the federal system of government • FP.C&G.2.7 - Analyze contemporary issues and governmental responses at the local, state, and national levels in terms of how they promote the public interest and/or general welfare • FP.C&G.3.3 - Analyze laws and policies in terms of their intended purposes, who has authority to create them and how they are enforced • FP.C&G.4.5 - Explain the changing perception and interpretation of citizenship and naturalization • FP.E.1.6 - Compare national, state and local economic activity • FP.E.3.3 - Analyze organizations in terms of their roles and functions in the United States economy NC Essential Standards for American History II • AH2.H.3.2 - Explain how environmental, cultural and economic factors influenced the patterns of migration and settlement within the United States since the end of Reconstruction • AH2.H.3.3 - Explain the roles of various racial and ethnic groups in settlement and expansion since Reconstruction and the consequences for those groups • AH2.H.3.4 - Analyze voluntary and involuntary immigration trends since Reconstruction in terms of causes, regions of origin and destination, cultural contributions, and public and governmental response • AH2.H.4.1 - Analyze the political issues and conflicts that impacted the United States since Reconstruction and the compromises that resulted • AH2.H.4.2- Analyze the economic issues and conflicts that impacted the United States since Reconstruction and the compromises that resulted

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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

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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)


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