ESOL 044 Lesson: Culture and ImmigrationMaterials:Articles on culture and immigrationChapter Marjorie from Homegoing

Prior to beginning the module (some of the work on Homegoing has to be done in advanced to allow for time for students to read the chapter, so this module crosses over with the previous one. Another alternative is have this module be three weeks long.):

1. Homegoing chaptera. Give background reading on the stories of Akua and Yaw –these are readings

some of which are taken from the book and other parts are summariesb. Review vocabularyc. Give the chapter excerpt (can be photocopied and complies with fair use policy)

to students 3-4 weeks ahead of the culture module. Give students the corresponding comprehension questions.

d. Have students read and answer the questions as homework. The answers can be handwritten or typed.

e. As students read, have them keep a vocabulary log of words they are unfamiliar with and feel are important for comprehension.

f. Put students into groups of 4-5 to choose 5 words per page grouping (the organization of the questions) and create a class vocabulary list on Bb. This can be done in a blog or a discussion board post. Have each group teach their words to the class.

g. Take a 10-15 minutes in class for pair/share on the questions for the corresponding pages.

Culture Module 2. Iceberg Theory-in class

a. Brainstorm elements of culture on the board, big paper, or an online app. (Ideas: language, clothes, food, entertainment, time, etc.)

b. Introduce the concept of the iceberg theory through the reading and the pictures and determine where the brainstormed elements fit into the theory.

c. Watch the clip “No More Football” in Bend it like Beckham. Discuss the elements of culture visible in the clip and fit them into the iceberg.

d. Discuss the idea of generation and culture gaps using the students” personal knowledge, the iceberg theory, and the clip in BILB.

3. Personalize immigration (Yaw and Marjorie) with students’ lives using the following activity:

a. On the board or big paper, write three items: First day, One month, One yearb. Tell students to write one word under each describing how they felt at that

time in the US. (Not all students will have been here one year.)

Barnhardt, S. 2018

c. Debrief looking for commonalities and differences. Relate to how Yaw and Majorie might have felt.

4. Reading: Being an immigrant in the US today means… a. Give the article and notetaking worksheet for homework, but go over the

vocabulary first. (Idea for vocabulary: Divide students into groups. Give each group a couple of word. Have them create a PPT to teach the words-definition, part of speech, synonyms, antonyms, pronunciation pattern, and image. Post the PPT on the discussion board and students teach each other.)

b. In class, do a pair/share with the notetaking5. Reading: Generation gaps: Immigrant parents and their children

a. Give the article and notetaking worksheet for homework, but go over the vocabulary first. (Idea for vocabulary: Divide students into groups. Give each group a couple of word. Have them create a PPT to teach the words-definition, part of speech, synonyms, antonyms, pronunciation pattern, and image. Post the PPT on the discussion board and students teach each other.)

b. In class, do a pair/share with the notetaking

6. Homegoing: Chapter MarjorieDigger Deeper into Understanding (handout)-can give first as homework and then complete in class.

7. 8. Homework for the module: Discussion board post and reading journal8. 8. Homegoing test on Blackboard

Barnhardt, S. 2018

The Story of Yaw and Akua

Akua: MotherYaw: Son

Vocabulary:Scar, prestigious, curse, castle, bungalow, ritual, colonizers, prom, descendants, ancestors, plagued, nightmares

As you read the story, find the vocabulary words and underline them. Use the strategy of inferencing based on the context to figure out what they mean. If you need to go to a dictionary. On another paper or electronically on Blackboard find a picture of each word. Write your definition of what the word means.

Read the story once and then reread again.

Yaw was a teacher of history in a prestigious high school in Ghana. He had a huge scar on his face and at the beginning of every semester, he would ask the students to tell the story of how he got his scar. The students had heard things such as Yaw was born of fire and this is why he was so intelligent. Others said it was a curse from the gods. But really neither story was true. Yaw did not know the exact story himself because he acquired the scar when he was a baby and, therefore, had no memory of getting the scar.

Here’s the story he heard:“That the Crazy Woman of Edweso, the wanderer, his mother, Akua, had set the hut on fire, while he, still a baby, and his sisters slept. That his father, Asamoah, the Crippled Man, had only been able to save one, the son. That Crippled Man had kept Crazy Woman from burning. That Crazy Woman and Crippled Man had been exiled to the outskirts of town. That the town had collected money to send the scarred son to school, when he was still so young he had yet to forget the taste of his mother’s breast. That Crippled Man had died while the scarred son was still in school. That Crazy Woman lived on.” (Page 227)

Yaw was self-conscious about the scar and never married. When he was fifty, he hired a house keeper, Esther. After five years, he realized he loved her. Despite their age difference, she was much younger, they got married and had a daughter, Marjorie.

Before marrying and before the birth of Marjorie, Esther convinced Yaw to visit his mother, Akua, Old Woman, Crazy Woman, Old Lady. Yaw was angry with his mother and didn’t want to visit but finally agreed to travel the long distance to see her. Upon arrival, his mother

Barnhardt, S. 2018

hugged him shouting, “My son-o, my son-o.” She told him that she could never forgive herself for what had happened, for starting the fire that burned him and killed her daughter, his sister. Apparently, an old ancestor had been the firewoman and plagued Akua at night through nightmares of fire. Akua believed there was evil in their family and the firewoman made her set the fire. Ever since, Akua has tried not to sleep to avoid the nightmares of the firewoman.

In your own words, write the story of Yaw and Akua.

Barnhardt, S. 2018

Homegoing by Yaa Gyasi

Chapter: Marjorie

The following comprehension questions are meant to ensure your understanding of the story.

Write or type your answers to the questions as you read or after you read. By answering the

questions, you are showing that you understand the text.

Questions for pages 264-267

1. When the story begins, what country is Marjorie visiting?

2. Where does she permanently live now?

3. Why does the boy come up to her? What does he want?

4. How does she turn the boy away?

5. Who is Marjorie visiting?

6. Who is Crazy Woman/ Old Lady?

7. Why does Marjorie say that she does not know about pain?

8. Describe grandmother’s house.

9. What kind of treat does Marjorie like?

10. What languages does Marjorie speak?

11. Why does the teacher say that Marjorie needs ESL or special education classes?

12. What kind of English do you think Marjorie speaks?

13. What language do her parents want her to speak at home? What do they speak?

14. How is Marjorie’s grandmother different from other grandmothers?

15. What does her grandmother mean when she says to Marjorie, “You are in this water?”

Barnhardt, S. 2018

Comprehension Questions for Pages 268-170

16. Why do you think Marjorie returns to the U.S. three shades darker and five pounds

heavier?

17. Where is Alabama? (you may have to research this. It’s not in the story.)

18. Describe the neighborhood where Marjorie lives. Why do you think her parents chose

this area?

19. What does Marjorie mean when she says that the other black students “were not the

same kind of black that she was?”

20. What is Marjorie’s hobby? What does this tell you about her?

21. In Ghana, what does it mean when someone is called “Obroni?”

22. How has Ghana changed over the centuries/decades in regards to what kinds of people

live there?

23. Why does Marjorie decide to eat lunch in the teacher’s lounge?

24. Why is Mrs. Pinkerston Marjorie’s favorite teacher?

25. What kind of book did Marjorie’s father write?

26. What you think it means when Mrs. Pinkerston asks, “Do you love it? Do you feel it

inside you?”

Barnhardt, S. 2018

Comprehension Questions for Pages 271-273

27. By senior year, how many books had Marjorie read?

28. Why do you think she reads so much?

29. How does she meet Grahm?

30. Who is Grahm?

31. What do they share together?

32. Why does Marjorie’s father eat oatmeal every day?

33. Why do people think Marjorie’s father is her grandfather?

34. Where and what does he teach?

35. Why does Marjorie hate her nickname, “Dove?” Do you have a nickname?

36. What is a prom?

37. Why is Marjorie’s mother so interested in the prom?

38. What do we learn about Marjorie’s parent’s relationship?

39. Why does Marjorie put Grahm’s poem under her pillow?

40. What kind of event is Mrs. Pinkerton putting on at the school?

41. Why does Marjorie say she is not African American?

42. What is Mrs. Pinkerston’s reaction to this statement?

Barnhardt, S. 2018

Comprehension Questions for Pages 274-277

43. Describe the evening out with Marjorie and Grahm?

44. Why is Marjorie bothered by the lighter?

45. What does Marjorie write about Grahm in her poems?

46. Is the evening romantic in the mind of Majorie?

47. What do you think Marjorie is hoping Grahm will ask her?

48. What does Grahm want to read?

49. What news does the family hear of Old Lady?

50. What does her grandmother promise to Marjorie?

51. What is name of the poem Majorie is writing for the school event?

52. What do you think is the significance of the name of the poem?

Barnhardt, S. 2018

Comprehension Questions for Pages 277-283

53. Where do Marjorie and Grahm go on their next date?

54. How does Grahm feel about Germany?

55. How does Marjorie feel about Ghana?

56. Why do you think Marjorie feels she is different from others?

57. How does Marjorie change following her grandmother’s illness?

58. Why does the brunette tell Grahm not to sit with Marjorie?

59. Why does she pretend this is okay?

60. What does Marjorie do the night of the prom?

61. Why doesn’t Marjorie go to the prom?

62. Why does Grahm call her that night?

63. Why does he say that she is not “like the other black girls?”

64. Who puts pressure on Grahm not to take Marjorie to the prom? Do you blame Grahm?

65. How does Marjorie see her parent’s love?

66. During the event at school, what premonition does Marjorie get? What others has she

had?

67. What promise does Old Lady break when she dies?

68. What do we learn the poem is really about?

Barnhardt, S. 2018

Homegoing

Digging Deeper into the Story

1. Understanding the text: a. Read each excerpt and think about what it means in terms of the story and the world.b. Work with a partner to write 2-4 sentences interpreting the excerpts.c. Share with the class.

Excerpt One:

Marjorie does not volunteer to answer questions. She rarely speaks. Does she know English? If she doesn’t, you should consider English as a Second Language Classes. Or perhaps Marjorie would benefit from special care? We have great Special Ed classes here. (p. 266)

Excerpt Two

At her new high school, there were more black children than Marjorie was used to seeing in Alabama, but it took only a few conversations with them for Marjorie to realize that they were not the same kind of black she was. That indeed she was the wrong kind. “Why do you talk like that?” Tisha, the leader of the pack, had asked her the first day of high school when she joined them for lunch. “Like what?” Marjorie asked, and Tisha had repeated it, her accent turning almost British in order to capture her impression of Marjorie. “Like what?” (p.268)

Barnhardt, S. 2018

Excerpt Three“All you have to do is tell your story,” Mrs. Pinskton said. “Talk about what being African American means to you.” “But I’m not African American,” Marjorie said…. “Listen, Marjorie, I’m going to tell you something that maybe nobody’s told you yet. Here, in this country, it doesn’t matter where you came from first to the white people running things. You’re here now, and black is black is black.” (p. 273)

Excerpt FourBut when she answered the phone, she was greeted by Graham’s voice. “Marjorie?” he asked. She was breathing into the phone, but she had yet to speak. What was there to say? “I wish I could take you. It’s just that…” His voice trailed off, but it didn’t matter. She’d heard it before. He was going to go with the brunette. He had wanted to take Marjorie, but his father didn’t think it would be proper. The school didn’t think it was appropriate. As a last defense, Marjorie heard him tell the principal that she was “not like the other black girls.” And, somehow, that had been worse. She had already given up on him. (p. 280)

2. Short answer:a. Describe the relationships between Marjorie, Yaw, Esther, and Akua (grandmother). You

may use a Venn diagram to illustrate the relationships. How do they feel about each other? What effects and influences do they have on each other?

b. What do you think the poem on page 282 means?

3. In the chapter, find and explain at least three similes and/or metaphors.

Barnhardt, S. 2018

Homegoing Assessment

Answer the questions in paragraph form.

1. Describe the relationship between Marjorie and her grandmother. Give specific examples.

2. Why does the teacher in the school in Alabama say that Marjorie needs ESL or special education classes?

3. What does Marjorie man when she says that the other black students “were not the same kind of black that she was?” Why does she feel that she is not African American? What is Mrs. Pinkerston’s reaction to this statement? Why does Mrs. Pinkerston give this response?

Barnhardt, S. 2018

4. Describe the relationship between Marjorie and Grahm? What do they like about each other? What problems do they have? Who influences the relationship from outside? Why does it end the way it does?

5. Names have a lot of meaning in the story. Give examples of some of the names and nicknames of the characters. What do the nicknames mean?

6. What is the poem that Marjorie writes about?

Barnhardt, S. 2018

Being an immigrant in the United States today means ...By Darran Simon and Lauren Said-Moorhouse, CNNUpdated 3:20 AM ET, Tue February 14, 2017

(CNN)The United States has a long and proud history as an immigrant nation. But those communities have been left paralyzed by fear following President Donald Trump's sweeping immigration reforms.

Talk of a border wall with Mexico coupled with legal challenges to the President's executive actions on immigration and a rise in hate crimes post-election, have left many feeling like outsiders in a country they once wholeheartedly embraced.

Now with federal agents scooping up hundreds in a series of US Immigration and Customs Enforcement (ICE) operations, immigrants -- here legally, some with American citizenship -- reveal what it's like to live in limbo and become marginalized with the flick of a pen.

... trying to act American

Ayra Patole

Arya Patole is a 26-year-old social worker living in Brooklyn, New York. Along with her family, she emigrated to the United States from India as a child, becoming a naturalized citizen 17 years ago.

close dialog

"Even though I do have immigrant attached to my identity, I feel like I have assimilated so much into America that I felt like an American," she told CNN, adding "But ever since this election and (Trump's) rhetoric, it made me feel othered so quickly."

Barnhardt, S. 2018

It's hardly the first time Patole has felt ostracized for the color of her skin but since 9/11, she says her family has learned to navigate their lives through any suspicion or hostility.

"We are brown and we kind of look ethnically ambiguous at times," she said. As a result, Patole and her family make sure to adhere to TSA rules when traveling and "try our best to look American."

But their coping mechanisms have had to go up a notch since Trump's travel ban. Her father has suggested that she and her brother, who is also a naturalized citizen, carry their passports with them in case they need to prove their citizenship if conditions escalate.

"I guess it's kind of a safety plan," she said. "Our fear is how far this could be taken ... if we ever stopped in any way or were asked questions, we would be able to have documentation."

... reminding others that some fled war

If Trump's executive order -- which temporarily suspended all refugees from entering the US -- had been in place six months ago, 45-year-old Ali Mohammed would not be in America.

"Thank God. I can now enroll my children in school. There is now hope in life. Before coming here, there was no hope for us."

Four years ago, his family fled their town in Syria as the war there intensified. Traveling first to Beirut then onto Egypt, it was an uphill battle to start again. Mohammed wasn't allowed to work nor was he eligible for government support; while his children were not allowed to register for school.

Through a refugee organization, they applied for asylum in the United States and after two years of intense vetting and exhaustive interviews, the family moved to Clarkston, Georgia, where they were welcomed by "kind" and "goodhearted people."

A former cameraman and assistant producer for Syrian television shows, Mohammed now works odd jobs to make ends meet.

"(Trump) has to understand that no one came here because they wanted to. We didn't choose to be refugees. We had no choice," said Mohammed, who is taking English classes in the hopes of finding a better job.

We are people who want to work, to build a life. If we came to America, that means we are escaping war."

Ali Mohammed, Syrian refugee

But with the travel ban before the courts in Virginia and a potential appeal coming from the administration, deportation is a constant worry for the father of four.

"Deportation is our biggest fear. Not just mine, but for all refugees. If America kicks us out, where will we go? I certainly can't go back to Syria. What will happen to my family?" he said.

Barnhardt, S. 2018

"We are people who want to work, to build a life. If we came to America that means we are escaping war."

... being in a constant state of instability

Thanu Yakupitiyage, 31, of New York City said that the current climate for refugees is "extremely anxiety-producing." Yakupitiyage, herself, is an immigrant who came to the US in 2003 from Sri Lanka on a full scholarship for college. Since then she has held multiple visas; first as a student followed by a work visa before becoming a legal permanent resident last year.

Because of her personal experience, she knows how hard it is to relocate here permanently, citing the "broken immigration" system. It's why she has dedicated her life to supporting immigrants regardless of their status. For the last six years, she has worked at the New York Immigration Coalition, an immigrant rights organization.

"The US can be a really difficult place to navigate if you're not from here."

There's a lot of anxiety and frustration coming from the immigrant communities she works with, especially as rumors of ICE raids spread, she told CNN. She has heard stories from coworkers of people not going to work anymore, afraid to leave their homes.

She adds: "That's the thing that's so scary about this anti-immigrant climate, is that it's making it really hard for people to go about their daily lives."

After ICE arrests, fear spreads among undocumented immigrants

... feeling uncertain all the time

For some, the travel ban has led to a sense of urgency in their bids to become US citizens. Aaron Cotteral, 32, is a green card holder from the UK. Emigrating when he was 12, he has since built a life in the US working as a real estate agent in Atlanta, Georgia, and starting a family.

"I fear for my circumstances ... when I go for my quest to became a citizen, the process could get harder."

Cotteral's concerns also extend to how his immigration status might impact his nine-year-old son.

"I want to know that when I am coming through with a US passport that they see me as no different," he said, adding that he is refusing to travel abroad for the time being.

"I felt the need to just stay put for right now," he said. "I don't know what I could encounter coming back in."

"You just feel a sense of insecurity. If it can happen to someone else, you can't say it can't happen to you," he said of potentially not being allowed back into the country.

... fearing for future generations

Barnhardt, S. 2018

A boy holds a placard during a Jewish rally for refugees in New York on February 12, 2017.

Meanwhile for others, the temporary restrictions have left them wandering what the long-term effects might be.

Mother to three children born in the US, Janet Olawoye is an immigrant from Nigeria. She and her husband have both become US citizens.

... it's the kids, the next generation of immigrants, those are the people that I'm afraid for."

Janet Olawoye, Nigerian immigrant

Since Trump's inauguration, she has grown increasingly concerned that the children of immigrants will be subjected to scrutiny at school over subjects like their traditional names.

Additionally, she said that one of her kids has already come home asking questions if they are returning to Africa after being asked the same question at school.

She added: "We're the adults, we can handle ourselves, but it's the kids, the next generation of immigrants, those are the people that I'm afraid for."

Barnhardt, S. 2018

Reading and NotetakingNotetaking while reading is a skill and strategy to help us understand and remember important information about a reading.

Homework reading: Being an Immigrant in the United States Today Means….

Key words:

Paralyzed Marginalized Ostracized Hostility Ethnicity SuspendedEligible Refugee Asylum Deportation Insecurity

Find the words in the text and create flashcards.

Previewing: Look at the title, author, and any subheadings and pictures. Read the introduction. Make brief notes on this information. What is the topic of the article?

Barnhardt, S. 2018

Read the article and complete the chart:Name Place of

originLocation in the US

Summary of their situation

Ayra Patole

Ali Mohammed

Thanu Yakupitiyage

Barnhardt, S. 2018

Aaron Cotteral

Janet Olawoye

Yourself

Barnhardt, S. 2018

Classmate

Classmate

Barnhardt, S. 2018

Parth Taparia, ContributorA kid writing about his passion.

Generational Gaps: Immigrant Parents And Their Children06/10/2017 Huffington Post 11:18 am ET Updated Jun 10, 2017

I moved to the United States from India when I was 5 years old. My parents were older and more set in their ways due to their Indian upbringing. On the other hand, my childhood, teenage years, and now adult years have been a

Barnhardt, S. 2018

constant balancing act between my Indian and American identities. This is not to say I do not know who I am, but rather I have struggled with generational gaps. At times, these generational gaps in thought and actions can lead to heated discussions and misunderstandings.

Generational gaps exist between immigrant parents and their children in many forms. This is a byproduct of external forces of assimilation and culture change on both sides. Immigrant parents have been brought up in the motherland and entrenched with their native morals and values, while their children have learned the same morals and values in addition to the ones within their own society. This causes gaps to form as immigrant children start to mature and take on their own identities. Though this is true for all, the identities of immigrant children are shaped more by the balancing of two distinct cultures surrounding them.

A prime example of these differing generational viewpoints is my religious upbringing. Before entering college, I did not put too much thought into my faith. I was brought up in a Hindu household, and that was the religion I practiced. As I went through college, however, my personal viewpoints changed regarding my faith. I still do not know if I follow the doctrine of Hinduism or if I simply do not believe in anything more than a higher power, but explaining this to my family is quite the obstacle. My parents’ faith in their religion has never wavered, however mine has as I have evolved and grown.

Unfortunately, my parents view this wavering and questioning as a personal attack. Their view is that their own son can no longer understand why people believe in religion.

This type of generational discrepancy is difficult for my family to come to terms with. My parents cannot imagine not believing in Hinduism, as they’ve been entrenched in it since their birth since Hinduism was much more prominent throughout their daily lives in India than it is here in the United States. On the other hand, for me, religion is a conversation and exploration of my Indian identity, with some American crossover.

Subscribe to The Morning Email.Wake up to the day's most important news.

Barnhardt, S. 2018

Religion does reveal a large generational gap for immigrant parents and their kids, however it is not the only generational gap. Another key example that has been present throughout my life is that immigrant parents tend to be harsh and judgmental when it comes to their children’s grades and success throughout their academic careers. Sometimes it is difficult to explain how grades tend to be skewed in college as professors often grade subjectively. Immigrant parents can have a tough time comprehending how a professor can subjectively score a paper, even if the paper is sound objectively. However, for me and many other students, this is commonplace. For example, I wrote a paper for one of my international political theory classes discussing the connection between India and the Cold War. My paper contained all the facts and figures necessary to support my argument, but the professor did not think so. I ended up getting a grade lower than I thought I should’ve. Explaining this to my parents, on the other hand, was much more difficult and painstaking as they did not see how a professor could give a lower grade when all the material was present. Thus, this generational gap, though a small one, causes misunderstandings to occur frequently between immigrant parents and their children as they navigate their way through school.

Though immigrant parents and their children may not see eye to eye on all things, these generational gaps can serve as a significant learning experience for both sides. Simply put, generational gaps between immigrant parents and their children help to foster a deeper cultural understanding. For me, the generational gaps between my parents and me have helped me to retain more knowledge and appreciate for my Indian heritage, as I’m not constantly surrounded by it in the States. I cannot say for sure, but I do think if I grew up in India, I would not be as curious about my heritage as I am right now.

I am a proud immigrant and child of immigrant parents, but with most of my life shaped by two distinct cultures, I am at a crossroads in my own life as I start to fully form my identity. These generational differences serve to remind me that an immigrant family carries various faces within their households and communities. Without the lessons from the intersecting cultures that I experience every day, I would not have the audacity to stand up for my beliefs in a community that is diverse in race, thought, income, age and much more.

Barnhardt, S. 2018

Some generational gaps can be closed as newer generations enter this world. These newer generations will be able to utilize the experiences of older generations to better understand how to balance their identities. However, it is important to remember that there will always be generational gaps, because thought and philosophies change as time continues to move forward. Without these generational gaps, there would be no space for growth within immigrant societies.

Barnhardt, S. 2018

Reading and NotetakingNotetaking while reading is a skill and strategy to help us understand and remember important information about a reading.

Homework reading: Generational Gaps: Immigrant Parents and Their Children

Key words:Generational Gaps Assimilation Morals and Values Identity JudgmentalHeritage Diverse

Find these words in the text and create flashcards.

Previewing: Look at the title and author. Read the introduction. Make brief notes on this information. What is the topic of the article? Who is the author?

Read the article and answer the questions:

1. What is the generational gap?

2. How are the morals and values of immigrant parents and their children different? (Paragraph Two)

Barnhardt, S. 2018

3. What are two generational differences described in the article?

4. Why do the parents and child disagree on religion?

5. Why do the parents and child disagree on education?

6. How can the generational gaps be a learning experience?

Barnhardt, S. 2018

7. How can generational gaps be closed?

8. What are two other areas of generational gaps you have experienced? Explain the experiences.

Barnhardt, S. 2018

Discussion Board Post

Please answer all six questions. You must answer all six to full points. Use complete sentences in your answer.

1. According to Edward T. Hall, what is the iceberg theory?2. Give two examples of culture from Homegoing that are below the surface.3. Give two examples from your own culture that are below the surface (deep culture).4. Give two examples of deep culture in the United States.5. Why do you think the examples you have given across three cultures are similar and/or

different?6. Respond to at least one classmate with a thoughtful reply of three or more complete

sentences.

Reading Journal

In the article, Generational Gaps: Immigrant Parents and their Children, Parth Taparia describes the generation gaps he has faced as an Indian child. Write the journal in the form of paragraphs.

In your own words, describe what the generational gap for immigrants is. What gaps does Taparia face?

Think about the chapter, Homegoing. Describe at least two generational gaps portrayed in the book.

Think about your own life as a parent or child. What generational gaps have you faced since coming to America?

Barnhardt, S. 2018