HISTORIAS DESDE EL CORAZÓN

STORIES FROM THE HEART: BUILDING EMPATHY FOR THE MIGRANTS IN

OUR WORLD

Sarah DeCamps

Landon School, Bethesda, Maryland, United States

Abstract Global citizens are individuals who actively engage in the world. They apply their knowledge

and cultural sensitivity to any situation in which they might find themselves. They need to be

emotionally intelligent, aware of their surroundings, and well-acquainted with global issues.

Their character and behavior matter as much as their intelligence and accomplishments. As such,

it is important for schools to teach students about global issues and develop opportunities for

students to practice empathy and cultural sensitivity in the classroom. This research project

focused on the impact of a personal storytelling unit in a Middle School Spanish language

classroom of Grade 8 boys. The project coupled empathy skills with academic learning and

allowed the boys to connect with people with whom they do not regularly interact in their day-to-

day life. The findings from the surveys, focus groups, journals, and classroom observations

demonstrated that the unit taught the boys the nuances of a complicated global issue –

immigration. Through the project, they learned to identify and understand the challenges faced

and emotions experienced in the characters they studied, who were real people, by reading and

hearing their personal histories.

Introduction

Through my work with many North American boys in independent schools, I have recognized

the fixed mindset of many “privileged” students via comments such as, “Spanish-speaking

people in the United States are often here illegally.” While Spanish is a desirable language to

learn for many students because it provides opportunities for travel and communication in the

world, an ethno-centric attitude has emerged over time towards Spanish-speaking people living

in the students’ own community. The role of the immigrant in society is often identified as

subordinate – landscapers, cleaning services, nannies, drivers.

Immigration is a complex issue that fits within the post-Millennium Action 2015 Sustainable

Development Goals; specifically, Goal 16 states that the United Nations should “promote just,

peaceful, and inclusive societies” (United Nations). This research project introduced the boys to

the diversity of the Spanish-speaking population in the United States, and exposed them to the

complex issues many Spanish-speaking people face as immigrants through the use of storytelling

as a teaching method. The hope was that this project would develop a growth mindset in boys,

and encourage respect and empathy towards people of different languages and ethnicities.

Literature Review

World language instruction is a part of many schools’ curricula (Thompson, 2013). By making

world language instruction a part of the school day, schools are prioritizing the importance of a

truly global education. At Landon, we want the boys to be globally-minded, and foreign

language studies provide a valuable opportunity to achieve that goal. Educational literature

maintains that foreign language instruction incorporates skills beyond fluency. Met (2004)

argues that it helps people understand national security and the global economy and also

promotes peace, supports humanitarian operations, employs diplomacy skills, and allows for

inclusivity. To effectively learn a foreign language and improve fluency and cultural

competency, notes Met, they need opportunities for interaction, authentic tasks, and cross-

cultural learning. These engaging learning opportunities promote responsible citizenship and

require boys to use the language, interact with people of different ethnicities, and practice

empathy.

Many educational discussions conclude that empathy is a necessary social skill for global

citizenship. McLaren (2013) describes empathy as a “social and emotional skill that helps us

feel and comprehend the emotions, wishes, intentions, thoughts, and needs of others” (p. 4). She

goes on to say that empathy “tends to involve some form of action that allows us to interact with

and offer support, assistance, or a listening ear to people we empathize with” (p. 4). Empathy is

argued to be a learned skill with the ability to bring about social change. Empathy researcher

Roman Krznaric (2014) calls its potential for transformation a “revolution in human

relationships” (p. ix). His comparable definition calls for students “to step imaginatively in the

shoes of another person” (p. x) so the feelings and perspectives of the “other” can guide action.

Consideration of these complementary empathy definitions suggested that I could plan lessons

with empathy as the primary skill to be practiced and measured.

In order to create authentic learning opportunities that promote empathy, students need a chance

to interact with people of different races, ethnicities, and socio-economic backgrounds.

Researchers call this idea “contact theory,” and argue that “individuals’ contact, or lack thereof,

with people across racial/ethnic boundaries influences racial attitudes, prejudice, and behavior”

(Pica-Smith & Poynton, 2014, p. 83). As part of an investigation of Spanish-speaking immigrant

culture in the United States, my action required students to interact personally with an immigrant

as a means to better relate to the plight of this large group of people with whom they share a

country and with whom they live in close proximity.

Students often develop attitudes about someone of a different ethnicity or language without

actual contact. Race is usually understood to be either a biological reality or social construct

(Andreason, 2000). If it is simply a social construct, then boys can interact with and listen to

people who share a similar zip code, but speak a different language or are of a different ethnicity

or race, and perhaps learn to be inclusive and empathetic. Melanie Killen and Charles Stangor

(2001) assert that social-cognitive development theory explains that children know it is wrong to

exclude people based on race. If they do so, it is because of two kinds of reasoning – social

conventional beliefs and moral beliefs. A more comprehensive understanding of the boys’

immigrant neighbors might encourage contact, acceptance, and empathy. In this way, they can

decide how to reason using social conventions and their own moral beliefs.

Examination of the use of empathy in the classroom pinpoints that it is essential to “responsible

citizenship” (Brownsword, 1998, p. 21); our boys must recognize all members of their

community as equals. Brownsword explains that a lesson in which students are required to

practice empathy for “other” people allows for “open-mindedness.” He goes on to say:

These attributes [open-mindedness and empathy] are often lacking both in the world

at large and in young people. Secondary school students are growing up in an age

where media and youth culture influences are very powerful; this, coupled with the

intrinsic self-absorption of adolescence and the strength of peer pressure, means that

empathy for, and acceptance of, peoples whose ways of life are different from their

own may need to be developed” (p. 16).

Krznaric (2014) argues that an empathetic person practices certain habits. These habits include

the use of imagination, hands-on experience, face-to-face conversation, and the examination of

popular culture examples (p. xv). All of these habits can be integrated into classroom lessons to

cultivate empathy and combat stereotypes.

Another excellent strategy for integrating empathy into content-based lessons is the use of

inquiry-based learning, so that students can draw their own conclusions (Brownsword, 1998).

This project incorporated personal stories of immigrants and their families within the context of

Spanish-speaking culture. Research suggests that empathy for boys, in particular, is under-

emphasized because it is a soft skill, focused on understanding feelings. In their analysis of what

parents and teachers can do to support empathy in boys, researchers suggest reading. They argue

that stories help boys identify feelings in characters and identify corresponding emotions (Allen

and Kris, 2014). Through storytelling, students analyzed the challenges faced by Spanish-

speaking people of different ethnicities who emigrate to America.

Many policy-makers and academics assert that immigration is a racial issue. The current

negative rhetoric around refugees and immigrants flooding the borders of many industrialized

nations speaks to the need for students to understand why this issue is a priority for many

governments. Immigration is a complex issue that fits within the post-Millennium Action 2015

Sustainable Development Goals. The immigrant population continues to change annually in the

United States (Census Bureau, 2015); our boys are part of a society that needs to recognize all its

members as neighbors, citizens, and contributors. One study points out, “as a result of

immigrants’ minority status [in the United States], public attention may focus on the

race/ethnicity of migrants and thereby elicit responses related to prejudices” (Ayers, Hofstetter,

Schnakenberg, and Kolody, 2009, p. 595). Another study investigated attitudes towards Latinos

in the United States, and found that “casual contact, measured in terms of cumulative exposure to

members of other groups in a given institutional setting, is linked with greater acceptance in that

domain, and in some instances an inverse association with negative attitudes regarding those

groups” (Ellison, Shin, and Leal, 2011, p. 938). In the context of school, if boys can interact with

people of different races and ethnicities, they are in a better position to practice empathy.

Research Context

Landon School is a private, college preparatory school for boys in Grades 3-12, whose mission is

to prepare its students for lives as accomplished, responsible, and caring men. The school

prioritizes the principles of perseverance, teamwork, honor, and fair play. Although it serves

boys from mostly affluent backgrounds, one in four boys receives financial aid. The student body

is made up of 680 students, 35% of whom are students of color. Landon School provides a

rigorous academic curriculum, incorporating character education, leadership training, and world

language immersion programs, along with a full offering of athletic teams and a robust arts

program.

Thirty Form II boys enrolled in Spanish II participated in this project. Informed consent was

acquired through student and parent permission forms, and a full explanation of the project given

to parents at Back-to-School Night. As part of the written and oral explanation of the purpose

and potential implications of this study, the boys and parents were assured that the identities of

any particular student would not be revealed by name.

The Action

The boys were exposed to four stories in the target language about immigrants. They studied

these stories over the course of four weeks. One was a written story and three were oral stories

told by visiting speakers who had personal experiences as immigrants.

The Written Story

The storytelling unit began with Cajas de Cartón, an autobiographical account of the life of

Francisco Jimenez. This story shares his experiences growing up within a family of migrant

workers in California. Over the course of two weeks, the boys studied an extensive vocabulary

list from the book, read the story aloud in class, and translated text line by line. The process was

long and frustrating. As they came across parts of the story that touched on immigrant issues, the

class would stop to debate. Video clips, readings, and class discussions ensured that the boys

understood the issues that the main character, Panchito, faced.

The Personal Stories Told by Immigrants

Early in the unit, the boys visited Casa de Maryland, an immigrant advocacy organization in

Langley Park, Maryland. They toured the facilities to learn more about its services. They

participated in an afternoon of activities, including a lesson in which they defined and explained

key words. They also participated in a citizenship test, watched a video about the journey

immigrants take on the “La Bestia,” (the train from Mexico the United States), and discussed the

impact of education, economy, and workforce development in the lives of immigrants. Finally,

they heard the personal stories of several speakers from the organization.

The second story was told in Spanish by a peer student and his mother via a video interview

conducted for this project. The video was shown to the class by the student and the class stopped

the video at various intervals to discuss the content. The story told was the journey of the

student’s mother and her family during the 1979 Revolution in Nicaragua. Her family was an

Upper class family in Managua, Nicaragua who had to leave the country unexpectedly because

the “Revolution” broke out and they were politically affiliated with people who were against the

government. Her story described how they were in danger and were forced to migrate.

The last story was told in Spanish by a former faculty member, Señor Alfredo Benavides, who

taught at Landon for 33 years and retired in 2011. He was born in Mexico to a family of migrant

workers. He moved around as a young boy but, against many odds, went on to obtain a high

school and college degree and become an English teacher. He told the story of his family’s

journeys and his resilience and ultimate accomplishments

Data Collection

I gathered qualitative data through academic assessments, personal reflection journal entries,

attitudes, empathy survey answers, and focus group interviews. These data collection methods

allowed me to better understand and categorize emerging themes.

Surveys focused on several immigration themes. Boys viewed stock photos of people from

different Spanish-speaking countries and were asked to comment on what they saw. They also

shared their general knowledge of immigration – why do people immigrate and from where do

they come. Finally, boys were given Likert scale questions on empathy and their ability to

empathize with immigrants. The boys completed writing reflections after the field trip to “Casa

de Maryland,” hearing oral stories about immigrants, and reading Cajas de Cartón. Using key

words, they described their feelings and compared the experiences of the characters to the

visiting speaker’s oral stories.

I kept notes throughout the unit and observed: general behavioral patterns in the boys, comments

made in class, and how the boys interacted with one another during this unit. I also used a

camera to capture the experiences throughout the unit. Focus groups with a small group of eight

boys allowed me to ask the boys to reflect beyond what they shared in the journal assignments

and learn ways in which they connected or were disconnected from the material.

Data Analysis

A thematic analysis of data across the various types (pre and post surveys, interviews, field

notes, and journals) allowed for comparison of words and ideas that emerged. Data from hand-

written and electronic surveys, journals, essays, transcribed interviews, and field notes were

categorized using color-codes and margin notes. The color-coded words identified categories and

sub-categories the boys learned from the stories, which were concepts that helped them

personally connect to the immigrant experience. Analysis of the surveys generated a list of

fifteen positive words or phrases and twenty negative words or phrases, categorized by the boys.

The positive words included: optimistic, better life, strive to succeed, strong, grateful, incredible,

sacrifice, opportunity, motivated, determined, inspired, patriotic, wealthy, happy, and proud. The

negative words included: hardship, loss, upsetting, horrible, exploitive, hope squashed, shocked,

sad, tough, rough, difficult, tired, ashamed, overwhelmed, overworked, suspicious, guilty, poor,

uneducated, dejected, and nervous.

As a means for understanding whether the personal stories effectively taught them about the

immigrant experience and helped them empathize with people who are immigrants, the targeted

words the boys identified were analyzed within each data collection method for frequency and

categorized within a positive or negative column. At the end of the project, the boys were asked

to write a paragraph discussing examples from one of the stories for each targeted theme. These

methods were not personal but allowed me to observe whether the boys’ perceptions about

immigrants changed over the course of the unit based on the stories they heard and the examples

they chose to discuss.

Discussion of Results

Storytelling is a teaching tool to build empathy. Surveys, reflections journals, essays, and

interviews allowed the boys to reflect upon what they learned and to voice both positive and

negative feelings they formed about immigrants. Through these outlets, the boys identified

important themes that are part of the immigrant experience. These are ideas that were not

obvious to them before they began the unit.

Twenty-two out of thirty boys reported that they had not heard a personal story about an

immigrant’s experience before the project. Their only connection was what they heard in the

news. I suspected the stories had the potential to impact the boys’ abilities to learn something

new and empathize with immigrants. The data identified 20 general themes, and the top five

traits that surfaced were education, exploitation, family, sadness, and sacrifice.

By and large, the research supports the boys’ experiences. The personal stories they heard orally

taught them parts of the immigrant experience they did not learn from the written story. And the

intricacies they investigated in the written story are ideas they did not learn from listening to a

story told in person.

Storytelling

Whether positive or negative, research indicated that personal stories connect people. Fredericks

and Cox (2003) maintain that a story brings people together and connects students to an ancient

and compelling form of communication. In this action research project, I wanted to depart from

the traditional textbook lessons to touch students in a captivating way. The post-action surveys

indicate that stories were memorable and, in some cases, changed the boys’ perceptions of

immigrants.

In the post-action surveys, the boys commented on the most “memorable” story from the unit

and why it was memorable. They compared Señor Benavides to the author of the book,

Francisco Jimenez. Some of the positive memorable emotions that they recalled were how Señor

Benavides’ story made them feel “inspired”, “lucky”, “grateful”, and “proud”. On the other side,

one boy wrote that it was memorable because it made him “so angry and ashamed that this

happened to him. It’s not fair because he did not choose where he was born.” Several boys wrote

that it was memorable because, “Señor Benavides spoke slowly and carefully and used words I

understood.” One boy wrote “It was memorable because his story made me feel like I was right

there next to him and I could finally use Spanish to understand.”

When asked the difference between studying the written story and listening to the oral stories,

one boy wrote, “I learned more vocabulary from studying the written story, but it was easier to

understand what Señor Benavides was going through when he told us about it in class. Or what

Benito’s Mom went through because I could hear her emotions.” Another boy wrote:

Listening to the stories of the people at Casa de Maryland, I didn’t learn too much

because I did not know them but I felt like I knew Benito’s Mom and Señor Benavides.

Their stories were personal. And what they said made me think I could have gone

through the same thing. The written story was just like their stories but it was harder for

me to pick out when Panchito felt sad or scared or nervous in the written story unless he

said it. It’s easier to do that when I’m listening to someone.

As one boy said in his survey, “I might have thought of immigration as more political and not

learned that these things like school and hard work and family are part of every immigrant’s

story, too, if we had not heard all the stories together.”

Personal Awareness

Storytelling allowed the boys to identify with the feelings of others. As a result, their own

personal awareness was another soft skill built over time throughout the unit. The reflection

journals became an outlet for them to consider their feelings before they formed their opinions.

In a reflection journal entry, one boy painted a very descriptive and ugly picture of his

experiences listening to the Casa de Maryland oral stories. From the writing, it is clear he felt

uncomfortable hearing about a difficult topic from people he did not know. More negative words

or phrases (20) than positive words or phrases (13) were used to summarize the experience. Of

the negative words used, many were strong words, such sick feeling, angry, uneasy, biased,

horrified, terrifying, anxious; one boy used the phrase “confused about the purpose of our visit.”

Another boy wrote that “the people in the waiting room made me uncomfortable,” and a third

boy wrote, “the best part was the part about becoming a citizen in America.”

The second journal about listening to the storytellers in class described a very different

experience. One boy wrote, “The story felt real,” while another wrote, “Education is obviously a

game-changer. And not all immigrants are poor. I shouldn’t glance over people.” One journal

said “I realized I did not know a lot about immigrants after hearing the story about Señor

Benavides. No one’s story is the same.”

Many boys are now more personally aware of the challenges immigrants face. Throughout all of

the stories the boys identified education as a key to success, regardless of where a character

lived. One boy said, “When Señor Benavides recounted the details of leaving the sugar beet

plantation each afternoon to receive a formal education, I realized education was the most

important part of his story. Nobody can take that away from him once he has it, even if he

worked on a plantation.” This boy learned that education is more than an abstract concept; it is

something that is the ticket to further opportunities. Another example is from the theme of

exploitation. The boys came up with a list of five examples each of exploitation from the stories.

When the examples were compiled, the list made up more than 100 examples of exploitation.

One boy pointed out “exploitation sadly ruined the lives of almost all the people in the stories

and prevented them from really starting a new life”. Another boy said, “Exploitation was at the

center of every story – too little food, unfair pay, 7 day work weeks, hot sun, no water, no

communication with family, no books, no education. If people are exploited, they can’t help

themselves. Makes me think twice when I see pictures of immigrants on the news.” It is clear

that the examples derived from the oral stories allowed the boys to begin to grapple the

complicated issues of immigrants face daily.

Respect and Emotional Connections to the Stories

Storytelling prompted deeper levels of respect for immigrants. One boy wrote in his journal,

“Family is important here but we move out when we graduate, it’s like the goal is to grow up. In

these stories, families stay together forever.” In the focus group, he later said, “It’s like families

have this bond. That’s respectable.” Another boy wrote, “In every single story, people were

exploited, sad, in danger, but family got them through it. Families sacrifice for each other. It

almost seemed like that was the story – that immigrant families have this tight bond that can’t be

messed with.” The boys truly seemed to respect the storytellers’ familial bonds.

An additional component of respect surfaced when boys discussed sadness. At first, they were

reluctant to address this theme, despite its predominant reoccurrence in analysis of data. When

pressed, the examples were easy to extract and even their facial expressions illustrated that they

understood the emotions they described. One boy said, “People die just trying to get to a new

life. That is sad.” Other boys shared, “I had no idea that people were maimed on the train just

trying to get here. Before they are even here, things are worse. Their old life is already better,”

and, “we started talking about immigrants and how people migrate for work. I didn’t know that it

was so dangerous and so lonely.” When asked directly if they respected each of the characters

for making these sacrifices, all thirty boys said yes. When asked what emotions they might feel if

they were in the shoes of these characters, 27 of 30 boys identified the exact same traits that

emerged from reading the stories – sadness, exploitation, and sacrifice. They learned to

empathize with the characters and recognize the challenges they face.

Conclusion

The purpose of this study was to investigate whether empathy can be built in boys through the

use of storytelling. Does a personal connection to the material change the way they form

opinions? Undoubtedly, the use of stories in the classrooms made an impact on the boys. They

unanimously agreed that having visiting speakers or visiting others to hear their stories was a

positive learning experience. The majority of the boys used descriptors like interesting, good,

inspiring, and opened my eyes. They said the stories allowed them “relate to the experience,” and

“step into someone else’s shoes.” Some boys also described the experience as boring or sad or

hard to understand.

At the end of the unit, all thirty boys said they learned from the stories and that they gained

respect for people who migrate. They majority of boys enjoyed the stories and felt their

perspectives on immigrants changed. When asked what they expected to learn during the

immigration unit, one boy commented, “I expected to learn facts about immigrants. When I

heard we would read a story, I thought it would be in English. The story we read about Panchito

helped me connect to the characters and understand the issues that we hear about in the news. It

made me care more about immigrants because his story was so sad.”

Overall, participation in this project seems to have given the boys a more holistic picture of the

immigrant experience. The project was a deviation from the typical Spanish class experience and

uncomfortable for the boys in several ways. First, the topic was controversial because it was a

highly politicized topic in the media due to the ongoing presidential campaigns. Second, the

project required them to read very difficult material. In order to understand Cajas de Cartón,

they had to read with a dictionary next to them. Translation required boys to think contextually if

the literal definition did not make sense. And finally, the unit was uncomfortable because it did

not just ask them to discuss their own feelings about something but to identify other people’s

perspectives.

Implication for Future Practice

Empathy can be built through exposure to social justice issues, which leads to a greater

understanding of world issues. According to Pica-Smith and Poynton (2014), exposing students

to issues faced by different ethnic groups reduces prejudice and racism. She says, “Equity

pedagogy, critical multicultural and social justice frameworks that influence classroom and

school climate can make a significant impact on creating positive intergroup contact conditions.”

In layman’s terms, teachers need to understand how to infuse social justice lessons into academic

curriculum. Educators dedicated to teaching the global issue of immigration within foreign

language classroom should find ways to make the issue more personal so that it is not simply a

political discussion.

As both a teacher and the coordinator of global education programs, I was inspired to see the

change in mindset of the boys between the beginning and end of the unit. If several other units

on other global issues were taught using storytelling as a means to reach the boys, I would be

interested to see whether the stories would have the same impact. Likewise, it would be

interesting to see if stories would have a similar impact if they were taught in a high school

classroom instead of a middle school classroom.

Reflection

This action research project was a professional development journey into the minds of Eighth

Grade boys. I thought this was an area in which I was intimately knowledgeable, but this project

opened my eyes into a whole new set of variables I had not yet considered as an educator. The

boys struggle to voice their feelings and this project was an outlet for them to do that.

Surprisingly, they seemed to welcome the opportunity. Because I was not the primary teacher of

the unit, I was able to observe many things I might not have seen had I been the one in front of

the classroom.

The work helped me grow as an educator because I was forced to be intentionally reflective in

everything I planned, developed, or implemented. My educational network also grew through

new professional contacts and collaborators both here in the Bethesda community and in the

wider world.

Like anything in life, the greatest rewards are about the people in it. I am most grateful for the

network of people I have met and come to know through IBSC – my advisor, Laura Sabo and the

members of our team, with whom I stayed in regular contact throughout this year. I am also

extremely grateful for the opportunity Landon gave me to undertake this project this year during

a time of transition for the school. David Armstrong, John Botti, Jim Neill, Dana Krein, Jeremy

Norman, Laurie Sears, Ann Liu, Erin Duffy, Nancy Osborne, Tom Drescher, Meredith Josef,

Daphne Kiplinger, and Derrick Chengery have all offered their counsel, their talents, and most

importantly, their time throughout this process. I am eternally grateful that they all see this

project as an important one.

This action research project has changed my educational practice as a teacher. I now have the

data and validation to discuss, with evidence, how important it is for boys to be given the

opportunity to discuss their feelings in a safe environment. Maya Angelou, famous storyteller,

once said: “I’ve learned that people will forget what you said. People will forget what you did.

But people will never forget how you made them feel.” The research is so clear that lessons to

which boys can connect – lessons that are memorable and personal – and call on their feelings

are they will remember. As educators we spend a lot of time working with students to develop

their memory skills. We wonder why they cannot connect with material or why they are bored. It

seems obvious that we should use personal experiences and stories as a means to teach serious

academic topics.

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Addendum 1: Preliminary Survey Part 1: Please describe who or what you see in the picture. Then use the word bank (or come up with your own words) to describe YOUR personal, gut reaction when you see the picture. How does it make YOU feel? Write as many words as come to mind. Word Bank To Help You: afraid ~ amused ~ angry ~ annoyed ~ anxious ~ ashamed ~ calm ~ cheerful ~ confused ~ curious dejected ~ depressed ~ disappointed ~ discouraged ~ disgusted ~ distrustful ~ ecstatic embarrassed ~ excited ~ friendly gratified ~ greedy ~ happy ~ hesitant ~ hopeless ~ horrified hostile ~ humiliated ~ ignorant ~ included ~ indifferent ~ inspired ~ interested ~ jealous ~ loving mortified ~ nervous ~ offended ~ optimistic ~ ostracized ~ overwhelmed ~ patriotic ~ peaceful proud ~ resentful ~ sad ~ scared ~ shy ~ suspicious ~ threatened ~ understood ~ uneasy uneducated ~ uninterested ~ watchful Number Image What or who is it? How does it make you feel?

1

2

3

4

5

6

7

8

9

10

Part 2: Select an image from Part 1 and use background knowledge or your own imagination to complete the following information. Image Number: ________________________________________ Name the character(s): ________________________________________ Where do they live? ________________________________________ Where are they from? ________________________________________ Write 1-2 sentences describing what you imagine the person’s day is like. What does he/she do? Where? Any challenges he/she encounters each day? ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Part 3: Please answer each question according to the instructions. Complete sentences not necessary.

1. Have you ever had contact or interacted with a person whose first language is Spanish? If so, where and why?

2. What percentage of the population of the United States do you think is “Hispanic” or “Latino”?

3. Define the word “Latino” in your own words:

4. What words come to mind when you hear/see the word “immigrant” in the media or online?

5. Why would a person leave his or her home country to come to the United States?

Part 4: Please select which choice describes you.

Strongly

Agree Slightly Agree

Slightly disagree

Strongly disagree

I can recognize a person’s race or ethnicity easily I can recognize when someone is happy I can recognize when someone is upset I can recognize when something offensive has been said I have close friends who are not the same race/ethnicity as me I am easily able to talk to people I do not know I like hearing people’s opinions, even when I do not agree I believe there are two sides to every argument I care about the general wellbeing of people I do not like I get upset when someone disrespects another person I feel uncomfortable when there is disagreement in a group I think people can have good ideas even if I do not like them It upsets when I see someone treating another person unfairly In conversations with others, I tend to focus on what someone else is saying instead of my own thoughts

Part 5: Please select which choice describes you.

Strongly agree

Slightly agree

Slightly disagree

Strongly disagree

I know what the word “immigrant” means Permanently moving to another country would be scary I know why people migrate to the United States I respect a person who migrates to the United States I view immigrants as an important part of my country’s population I think there are too many immigrants in my country I interact with people who do not speak English often I notice when another language is being spoken in public When I hear another language in public, I wish I could understand it When I hear another language in public, I get a little scared I like meeting people of different ethnicities and language I think people of different ethnicities and languages are smart I think non-English speakers are “less fortunate” than me When I am in a group of people of different ethnicities, I tend to want to work with people who look like me

Addendum 2: Post-Action Survey Part 1: Now that you have spent 2 weeks learning and discussing immigrants, please describe who or what you see in the picture. Then use the word bank (or come up with your own words) to describe YOUR personal, gut reaction now when you see the picture. How does it make YOU feel? Write as many words as come to mind. Word Bank To Help You: afraid ~ amused ~ angry ~ annoyed ~ anxious ~ ashamed ~ calm ~ cheerful ~ confused ~ curious dejected ~ depressed ~ disappointed ~ discouraged ~ disgusted ~ distrustful ~ ecstatic embarrassed ~ excited ~ friendly ~ gratified ~ greedy ~ happy ~ hesitant ~ hopeless ~ horrified hostile ~ humiliated ~ ignorant ~ included ~ indifferent ~ inspired ~ interested ~ jealous ~ loving mortified ~ nervous ~ offended ~ optimistic ~ ostracized ~ overwhelmed ~ patriotic ~ peaceful proud ~ resentful ~ sad ~ scared ~ shy ~ suspicious ~ threatened ~ understood ~ uneasy uneducated ~ uninterested ~ watchful Number Image What or who is it? How does it make you feel?

1

2

3

4

5

6

7

8

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Part 2: Please answer each question according to the instructions. Complete sentences not necessary.

1. Define the word “immigrant” in your own words:

2. Why would a person leave his home country and come to the United States?

3. Over the last 2 weeks, from which lesson did you learn the most? Select ONE.

� Introductory class discussions with Mr. Norman about where your family is from � Reading/translating the story “Cajas de Cartón” � Visiting CASA de Maryland � Listening to the story of Benito’s family � Listening to Mr. Benavides’ story

Which lesson(s) elicited the most positive emotions in you? (Excitement, joy, curiosity, gratitude)

� Introductory class discussions with Mr. Norman about where your family is from � Reading/translating the story “Cajas de Cartón” � Visiting CASA de Maryland � Listening to the story of Benito’s family � Listening to Mr. Benavides’ story

Which lesson(s) elicited the most negative emotions in you? (Anger, sadness, resentment, worry)

� Introductory class discussions with Mr. Norman about where your family is from � Reading/translating the story “Cajas de Cartón” � Visiting CASA de Maryland � Listening to the story of Benito’s family � Listening to Mr. Benavides’ story

Over the last 2 weeks, which lesson was the most memorable? Select ONE.

� Introductory class discussions with Mr. Norman about where your family is from � Reading/translating the story “Cajas de Cartón” � Visiting CASA de Maryland � Listening to the story of Benito’s family � Listening to Mr. Benavides’ story

Part 3: Consider the most MEMORABLE lesson you selected in question 3 and put a check mark next to each emotion you personally felt during this lesson. Then, select FIVE emotions you felt and write a few words to say WHY you felt those emotions.

√ Why? What part of the stories triggered this emotion Afraid

Amused

Angry

Annoyed

Anxious

Ashamed

Cheerful

Confused

Curious

Disappointed

Discouraged

Embarrassed

Excited

Grateful

Happy

Hopeful

Horrified

Humiliated

Inspired

Interested

Nervous

Offended

Optimistic

Proud

Resentful

Sad

Scared

Suspicious

Uneasy

Worried

Part 3: Please select which choice describes you.

Strongly

Agree Slightly Agree

Slightly disagree

Strongly disagree

I can recognize a person’s race or ethnicity easily I can recognize when someone is happy I can recognize when someone is upset I can recognize when something offensive has been said I have close friends who are not the same race/ethnicity as me I am easily able to talk to people I do not know I like hearing people’s opinions, even when I do not agree I believe there are two sides to every argument I care about the general wellbeing of people I do not like I get upset when someone disrespects another person I feel uncomfortable when there is disagreement in a group I think people can have good ideas even if I do not like them It upsets when I see someone treating another person unfairly In conversations with others, I tend to focus on what someone else is saying instead of my own thoughts

Part 5: Please select which choice describes you.

Strongly agree

Slightly agree

Slightly disagree

Strongly disagree

I know what the word “immigrant” means Permanently moving to another country would be scary I know why people migrate to the United States I respect a person who migrates to the United States I view immigrants as an important part of my country’s population I think there are too many immigrants in my country I interact with people who do not speak English often I notice when another language is being spoken in public When I hear another language in public, I wish I could understand it When I hear another language in public, I get a little scared I like meeting people of different ethnicities and language I think people of different ethnicities and languages are smart I think non-English speakers are “less fortunate” than me When I am in a group of people of different ethnicities, I tend to want to work with people who look like me

Did you enjoy this unit? � YES or � NO Did you learn? � YES or � NO Did your perspective change at all? � YES or � NO

Addendum 3: Reflection Survey 1. In Mr. Norman's class you read "Cajas de Carton", visited Casa De Maryland, heard Mr. Benavides speak in class, and listened to a student’s Mom's video interview in class. Prior to this class, have you ever heard a personal story (face to face) about an immigrant's journey before? Write Yes or No. If yes, when? (Be specific)

2. Do you think studying personal stories (like Cajas de Cartón or Mr. Benavides) helps you understand a complicated topic (like immigration)?

Yes

No

Comment here if you want to say

why:

3. Which of the following themes (of the ones listed below) do you think emerged from the stories you read and heard in class? Check all that apply.

sadness

importance of education

motivation

exploitation

loss

family

gratitude

sacrifice

looking for a better life

hardship

Others?

4. From your memory of the stories you studied in Spanish class (example from Cajas de Cartón, Benito's video, Mr Benavides, or the field trip), what is a specific example of the theme "sadness"? A 1-2 sentence example is sufficient.

5. From your memory of the stories you studied in Spanish class (example from Cajas de Cartón, Benito's video, Mr Benavides, or the field trip), what is a specific example of the theme "the importance of education"? A 1-2 sentence example is sufficient.

6. From your memory of the stories you studied in Spanish class (example from Cajas de Cartón, Benito's video, Mr Benavides, or the field trip), what is a specific example of the theme "exploitation"? A 1-2 sentence example is sufficient.

7. From your memory of the stories you studied in Spanish class (example from Cajas de Cartón, Benito's video, Mr Benavides, or the field trip), what is a specific example of the theme "family"? A 1-2 sentence example is sufficient.

8. From your memory of the stories you studied in Spanish class (example from Cajas de Cartón, Benito's video, Mr Benavides, or the field trip), what is a specific example of the theme "sacrifice or hardship"? A 1-2 sentence example is sufficient.

9. You studied many character traits in the stories from this unit. Which of the following traits or emotions do you think you could recognize in an immigrant you might meet you have learned more about the breadth of experiences many Spanish-speaking immigrants face? Check all traits that you think you could legitimately recognize in someone else.

sadness

sacrifice

strength

anger

fear

hope

gratitude

surprise

shame

courage

exhaustion

excitement

nervousness

exploitation/being taken advantage of

happiness

level of education

Hard-working

Laziness

Confusion

Loneliness

Others?

10. In the end of unit survey most of you said the unit "changed your perception" of immigrants. Over the course of this unit, what did you learn that changed your perception of the immigrant experience? Please write at least 2 sentences. If this unit in Spanish class truly did not change your understanding of the immigrant experience that is completely okay. Instead, explain why you think you did not learn anything new.