Immigration

www.nyhumanities.org/conversations

Thank yo u for hosting a Co mmunity Conversation for K ids !

From New Netherland to New York, immigrants from every part of the world have made their home in our state. Community Conversations invites New Yorkers to explore our shared history as immigrants and the descendants of immigrants, and to discuss the ways that immigration continues to shape the experience of being American today. Each conversation uses a short text as a starting point for discussions about cultural understanding and our roles as active citizens in a diverse and democratic society. Community Conversations provides an opportunity for people to come together for thoughtful discussion and dialogue about their shared values as Americanspast, present, and future. Focused on central themes in American life such as service, freedom and democracy, Community Conversations allows New Yorkers to join in discussions that offer an alternative to received wisdom and provide the chance to take part in a shared national dialogue.
O ve rvi ew Community Conversations are stand-alone, text-based discussions led by a facilitator from the local community. Each toolkit includes a text that tackles an important aspect of American life and encourages community dialogue. Your Community Conversation should last between 60 and 90 minutes without interruption. Discussions should be guided by a facilitator and focused on the text and the theme. Hold your conversation in a room where a group of 10-30 participants can hear each other clearly. Use the tips sheets for host sites and facilitators included in this toolkit for ideas about how to encourage everyone to participate in the discussion. Faci litato r A good facilitator is the key to making a Community Conversation successful. The facilitator should be someone in your community who enjoys working with people, is interested in what others have to say, and believes in the merit of conversationbased programs. The facilitator does not need to be someone with an advanced degree in the humanities, but rather someone who has some experience leading open conversations and who is enthusiastic about learning how to facilitate. We encourage all prospective facilitators to attend one of the Councils free facilitation webinars* to learn more about best practices for guiding successful and meaningful discussions. *Facilitators at featured sites must attend a facilitation webinar. Immigration Texts Discussion Questions for One Green Apple Discussion Questions for La Mariposa Discussion Questions for The Keeping Quilt Tips for Facilitating Tips for Hosting Sample Schedule Participant Evaluation Keep the Conversation Going Partners
New York Council for the Humanities | T 212.233.1131 | www.nyhumanities.org

Struc ture

In clu d ed in th is to ol ki t:

page 3 page 4 page 5 page 6 page 7 page 8 page 9 page 10 page 11 page 12
2

Texts on Immigration for Co mmunity Conversations for Kids

This Community Conversations for Kids toolkit focuses on immigration. There are three picture books that sites can choose from with sample questions available for each. These high-quality books are appropriate for 8- to 12-year-olds and should be available at your library or local bookstore. You can also purchase copies using your Community Conversation stipend. One Gr een Apple by Eve Bunting, illustrated by Ted Lewin (Clarion Books, 2006. 32 pages)
Farah, a young Muslim immigrant, travels with her new class to an apple orchard in Eve Buntings One Green Apple. Despite being the only student wearing a dupatta and unable to speak English, the trip provides many opportunities for Farah to discover similarities to her homeland. Together, Farah and her classmates pick and press apples to make cider they all share. Themes to explore: friendship, communication

La Mariposa by Francisco Jimnez, illustrated by Simn Silva (Houghton Mifflin, 1998. 40 pages)
La Mariposa is the story of Francisco, a young Latino immigrant whose family has come to America to be migrant workers. Starting first grade without speaking or understanding English, Francisco faces long days of confusion and misunderstandings. But as he learns English and finds solace in art, change begins. Themes to explore: family, friendship, connection

The Keeping Quilt by Patricia Palacco (Simon and Schuster, 2001. 32 pages)
In The Keeping Quilt, Patricia Polacco uses a handmade quilt to recount her familys experiences in America. Crafted from the authors Great Grandmothers dress and babushka and brought with her from Russia, the quilt follows four generations of Polaccos family, welcoming engagements, weddings, and babies, and saying goodbye to beloved family members. Themes to explore: family, heritage

New York Council for the Humanities | T 212.233.1131 | www.nyhumanities.org

Discussio n Questions for One Gree n Apple by Eve B unting illustrated by T ed Lewin

What is an immigrant? What are the things that Farah finds to be the same as in her home country? What do these things have in common? Farah finds it hard to communicate. Why? How does it make her feel? How does Farah communicate with her classmates without speaking the same language? Farah has outside- and inside-herself words. What is an outside-myself word? Why does she need both? Do you have outside-yourself words? Why? Have you ever had problems communicating with someone? Have you ever had a problem communicating even when you speak the same language? How does Farah make friends with her classmates? How do they show each other friendship? Can you be friends with someone without speaking the same language? Why do you think Farah chooses a green apple instead of a red one like her classmates? What is special about the green apple tree? Why do the kids want to stop her from putting her green apple into the wooden machine? Farah says that she will soon blend with the others the way my apple blended with the cider. What does the word blend mean? Why does Farah say she will blend instead of saying that she will become the same as the others? How have immigrants blended together in America? The author never says what country Farah is from. Why do you think she leaves this out? Why do people move to America? Are the reasons that people come to America today different than in the past?

New York Council for the Humanities | T 212.233.1131 | www.nyhumanities.org

Discussio n Questions for La Mariposa by Francisco Jimnez illustrated by Simn Silva

What is an immigrant? Jimnez uses both Spanish and English in this book. Why? What kind of place does Francisco live in? Do you think that Francisco feels welcome at his new school? Why or why not? Are there things that might make him feel more welcome? Why does Francisco daydream about flying? Why does he visit his father? Francisco finds it hard to communicate. Why? How do you think it makes him feel? Why is art so important to Francisco? How does he communicate through his drawings? Have you ever had problems communicating with someone? Have you ever had a problem communicating even when you speak the same language? How do you think Francisco feels when his drawing disappears from the classroom? Why do you think Curtis gets so mad about Francisco wearing his jacket? Why are both boys punished? Do you think thats fair? Why is it so important to Franciscos parents that he respects his teacher? What does Francisco have in common with the caterpillar in his classroom? Does anyone other than Francisco change by the end of this story? How and why? Why does Francisco give Curtis his drawing? Would you have done the same thing? Can you be friends with someone without speaking the same language? Why do people move to America? Are the reasons that people come to America today different than in the past?

New York Council for the Humanities | T 212.233.1131 | www.nyhumanities.org

Discussio n Questions for The Keeping Quilt by Patricia Polacco

What is an immigrant? Why does Annas mother decide to make a quilt out of their old clothes? What does a quilt represent for them? Anna must learn English in America, but her parents never do. Why do you think that is? What kind of community does Anna live in? The authors family exchanges meaningful gifts every time something important happens to them. Why do they choose these particular gifts? What gifts would you choose to give your family members? The quilt is used for many different purposes, like a tablecloth and tent. Why do you think this family uses theirs in so many ways? Would you use your family quilt in this ways? Why or why not? How do this familys wedding traditions change over time? Why do you think they change? At the beginning of this story, Polacco calls Russia backhome Russia. When and how does a new country become home? How is the last baby Traci Denise connected to her familys past? What kinds of traditions will be passed down to her? What traditions might she pass down to her own children? What are your family traditions? Where do they come from? Why do people move to America? Are the reasons that people come to America today different than in the past?

New York Council for the Humanities | T 212.233.1131 | www.nyhumanities.org

Tips for Facilitating a Co mmunity Conversation for K ids

Community Conversations are simple gatherings that encourage thoughtful, engaged dialogue using a short reading to foster discussion. The goal is a comfortable, lively discussion free of bias and judgment. We hope the following suggestions will help you create an inviting environment for you and your community.
Pl an ni ng fo r th e Co nv e rsatio n
Expect a healthy conversation to last between 60 and 90 minutes. Read the text several times, paying attention to the parts that were difficult or that made you pause. These will be the places that generate the most conversation. Use the sample questions in this toolkit as a starting point for writing questions that will resonate with your group. Decide how you will begin the conversation. The first few questions will set the tone for the discussion, so think about what themes in the text you would like to explore. Prepare about three times as many questions as you think youll cover with the group. You wont get to everything, but extra planning will help you follow the natural progression of the conversation. Plan a closing question or exercise that signals the end of the formal discussion, but encourages the group to keep the conversation going at home or among friends.

Ge ttin g Starte d Arrange chairs in a circle or semi-circle so that participants can easily see one another and be heard by all.

Start by establishing some basic guidelines with the group. For example, be respectful, make sure that everyone has a turn to speak, and focus your comments on the reading. Introduce yourself at the beginning of the session and ask each participant to do the same. Keep introductions short. Begin by reading the whole text aloud together. This allows everyone to have the opportunity to hear a fluent reader and invites people with lower levels of literacy to actively participate. Plan an opening activity to help participants get comfortable: ask a discussion question and encourage participants to share their thoughts in pairs and report back to the group.

Aski ng Go o d Q u e stio ns
Ask short, open-ended questions that dont have a right or wrong answer. Invite the participants to interpret the text in their own ways. Focus on places where opinions may differ (not on facts that cannot be disputed). Look for ways to connect the subject matter to everyday life. Encourage participants to form their own questions. Prioritize keeping the conversation going over getting to all of your questions. Use the text as a neutral place to return to if the conversation gets heated.

Li sten an d Le arn
Focus on listening, not teaching. Be flexible and let your questions follow the natural course of conversation. Dont feel that you need to ask every question youve prepared or in the order you planned. When the conversation is flowing, share your opinion last or not at all. Avoid answering your own questions. If there is a lull in the conversation, let people think about their answers before you move on. Look at the person speaking, and try not to cross your arms or legs. Address group members by their first names.

New York Council for the Humanities | T 212.233.1131 | www.nyhumanities.org

Tips for Hosting a Co mmunity Conversation for K ids

Fin d in g a Facil itato r

Find a facilitator who is a good fit for your group. (The host-site coordinator and the facilitator can be the same person.) The success of your conversation is highly dependent on the skill of your facilitator. o Look for someone who is open, friendly, and enjoys working with people. Your facilitator should believe in the program and share your enthusiasm for doing it! o Look for someone who is interested in what others have to say. Keep in mind, the facilitator is not there to teach the text or lecture on the topic, but rather to ask questions and let the group do the talking. o Look for someone who is willing to learn how to be a facilitator and can commit to doing the training webinar (if you are a featured site).

Re crui tmen t
Plan to begin publicizing your discussion at least three weeks in advance. The Council provides templates for press releases, fliers, and Community Conversation logos on our website. For public conversations, make fliers and post them at local libraries, community centers, coffee houses, school campuses, churches, veterans or union halls, and store bulletin boards. Be sure to get permission to leave or post fliers. Make every effort to draw a diverse audience to your program so that a variety of perspectives are represented in the discussion. If your conversation is for a closed group (staff, club, etc.), consider including the discussion at a time when you already meet, such as at a staff meeting. You may consider including the conversation on the day of a planned service project, either to start or conclude the project. Consider making fliers with the time, date, and location on one side and the text on the other.

Ro om Set-U p
Be sure to choose a room with good acoustics so that everyone, including people who may be hard of hearing, can hear each other. Choose a room that is free of other distractions. Seat participants in a circle or semi-circle so everyone can make eye contact with each other. Create a welcome table with copies of the text near the entrance to the room. Provide nametags and ask participants to use their first names. You may also want to include other literature or pamphlets from your organization related to the theme of the discussion. Make more than enough copies of the text so that everyone has a copy. Invite participants to take an extra copy after the discussion and share it with a friend or family member. Its a great way to keep the conversation going! Test any audiovisual equipment ahead of time to make sure that the volume is loud enough for everyone to hear. Dont play off of built-in computer speakersits difficult to hear in large groups and people may feel uncomfortable saying so. Provide light refreshments like juice, coffee or tea, and cookies. You can use the stipend to cover the cost of drinks and snacks. Make sure the facilitator has a view of a clock or other time-keeping device. If you are not the facilitator, seat yourself across from him or her so that you can easily make eye-contact.

Wrap -U p
Decide whether you will ask participants to fill out an evaluation form. Have copies on hand to distribute after the discussion has concluded. The Council has included a short evaluation form in this toolkit that you can use, or you can design your own. Be sure to share participant feedback, formal and informal, on the host-site coordinator evaluation form. Keep accurate attendance data for your own records to report back to the Council. The Council does not require you to share names or contact information of attendees. If you are a featured site, complete the online evaluation for host-site coordinators within two weeks of the event.
New York Council for the Humanities | T 212.233.1131 | www.nyhumanities.org 8

Sample Schedule fo r a Co mmunity Conversation for K ids

Planning Guidelines for Community Conversations

Get students thinking about the topic - 15 minutes

Activate prior knowledge: What is immigration? What are some reasons people immigrate? What country are your ancestors (or you) from?

Read the text aloud - 10 minutes

Ask students to write down one or two surprising facts or quotes from the story as they listen. Ask students to bookmark their favorite

Check comprehension - 5 minutes

Did everyone understand the vocabulary? Are there any phrases that need further clarification?

Discuss - 50 minutes

Use the discussion questions in the toolkit and add your own. Focus on questions that ask kids to interpret the actions and events in the texts and how they feel about what is going on. How does our community react to new immigrants? Is it a welcoming community? Would you feel at home here if you came from another country?

Wrap-Up - 10 minutes

Ne w Yor k State S tandards for Grades 6-12 Com mon Co re En glish Langu age Arts: Comprehension and Collaboration and Conventions of Standard English
New York Council for the Humanities | T 212.233.1131 | www.nyhumanities.org

Participant Evaluatio n

Name: _______________________________________________________________________
Please answer the following questions about todays conversation on immigration.

Di d you l ea rn n e w th in gs abo ut immi gratio n du rin g to d ay s co n ve rsatio n? Nothing new Not a lot Some new things A lot of new things

Di d you g et the ch an ce to share yo ur ide as on i mmigrati on an d the b oo k? No Not really A little bit Yes

Di d oth er ki ds ge t the c han ce to sh are th e ir i de as o n immi gratio n an d th e bo o k? No Not really A little bit Yes

Ho w mu ch di d yo u li ke th is co n ve rsatio n? Not at all Not very much A little bit A lot

Wo u ld you l ike to partici pate in an o the r co n ve rsatio n like th is o n e? No Maybe

Yes

Wi ll you sh are wh at you tal ke d abo u t tod ay wi th yo u r frie nd s o r family? No Maybe Yes

Wh at d id you l ike be st ab ou t to days co nv ersati on ?

Wh at wo u ld hav e mad e th is co n ve rsatio n be tter?

New York Council for the Humanities | T 212.233.1131 | www.nyhumanities.org

10

Keep the Conversation Going with Support from the New York Council for the Humanities

Explore more of what the Council has to offer! These grants and programs support conversation-based programming.

Conversations Bureau Discuss ideas based on a short text, led by a scholar-facilitator

www.nyhumanities.org/programs/cb

90-minute discussion guided by a scholar-facilitator. Centered on a short text focused on American identity. Explore Immigration Studies with some of these Conversations: - American Dreamer: Immigration Politics of Hyphenation - Oscar Wao and the Latino Immigrant Experience - From Cappuccino to Jambalaya: Food and the American Identity Series of thematically linked texts over the course of four, five, or six sessions. Muslim Journeys: Explore how the humanities promote understanding of and mutual respect for people with diverse stories, cultures, and perspectives within the U.S. and abroad. Other themes include: Working, Serving, Growing and Aging, Making Sense of the Civil War, and Lincoln on the Civil War. A forum for parents and their 9- to 11-year old children to come together to talk about books and ideas. Six 90-minute sessions are co-facilitated by a librarian and a humanities scholar from the local community. Explore key themes in American life such as courage, freedom, and being American. Design your own conversation-based programming about important humanities ideas or texts that encourage informed public discourse in communities. Apply for a Planning, Project, or Special Initiatives Grant. Grants range from $1,500 to $3,000.

Rea ding & Discussion Progra ms for Adults Read and talk about books and ideas in a group setting
www.nyhumanities.org/adultrd

Tog ether a nd Unidos Family reading and discussion program for parents and kids
www.nyhumanities.org/together

Grants Funding for projects using humanities to engage the public

www.nyhumanities.org/grants

Speakers in the Humanities and Spea kers in the Schools Lectures on humanities topics
www.nyhumanities.org/speakers

Over 200 humanities-based lectures on a wide variety of topics. Host a lecture on Immigration Studies: - The Ethnic Musicals: Assimilation and Integration - Longing and Belonging: The Idea of Home in Asian American Literature - New York Citys Lower East Side: A Revolving Door for Immigrants

Visit us at www.nyhumanities.org for all program information, guidelines, and application forms. Any not-for-profit organization in New York State is eligible to apply for Council grants and programs.
New York Council for the Humanities | T 212.233.1131 | www.nyhumanities.org 11

Co mmunity Conversations Partners

Partners

New York Council for the Humanities | T 212.233.1131 | www.nyhumanities.org

12