Enrique's Journey
Agree/Disagree with the following statement and EXPLAIN your answer - responses due Wed/Thurs.
1.The United States is one place that offers hope.
2.Parents should never leave their children behind.
3.The journey is hard for Mexicans but harder still for Central Americans who make the dangerous trek up the length of Mexico.
4.With the presence of a strong police force; people are more protected.
5.The average age of a child attempting to cross the border alone is fifteen.
1.The United States is one place that offers hope.
2.Parents should never leave their children behind.
3.The journey is hard for Mexicans but harder still for Central Americans who make the dangerous trek up the length of Mexico.
4.With the presence of a strong police force; people are more protected.
5.The average age of a child attempting to cross the border alone is fifteen.
Comprehension Questions and Summaries for Enrique's Journey
“Prologue” — In this section of Enrique’s Journey, the author allows readers an inside view of her creative process. Nazario reviews her background as the child of immigrants, her inspiration for writing this story, and the process — both logistical and compositional — that she begins as she prepares to research and write Enrique’s story. The writer tells how and where she finds Enrique and how he is representative of the children whose story she desires to tell.
- How did the author get the idea for this work?
- What shift, that is a change from the 1980s, has taken place in the face of the modern immigrant population?
- Why has this change in the profile of the typical immigrant taken place?
- What were some of the preparations the author took before beginning her research for this story?
- What “safety nets” did the author wish to have in place for her own personal safety? Why were these “safety nets” necessary?
- How did the maid’s son make the journey to America?
- What does El Tren de la Muerte mean?
“One” — This chapter introduces the characteristics of Enrique that readers will encounter throughout the book — his shyness, his affection for his mother, his inability to understand why his mother leaves him. This chapter also traces Lourdes’ (Enrique’s mother) decision to leave for America and her early experiences in California. In this section of the text, readers see Enrique’s rebellion against the relatives with whom he lives in Honduras and Enrique’s desire to make his own journey to follow his mother.
- Approximately how many illegal immigrants enter the United States annually?
- In what Central American country do Lourdes and Enrique live?
- On what date does Enrique’s mother leave him?
- Approximately how many children enter the United States each year illegally and without their parents?
- What is the name of Enrique’s father?
- What are some of Lourde’s early jobs in California?
- Why is becoming a nanny difficult for Lourdes?
- What is the name of Enrique’s sister?
- With whom does Enrique’s sister live?
- Why does Enrique end up leaving his father’s home?
- How does Lourdes lose most of the money she has saved to try to bring her children to her?
- What negative habits does Enrique develop in his mother’s absence?
- How does Enrique feel about living with Uncle Marco?
- Why does Enrique’s relationship with Marco end?
- At fifteen, Enrique returns to live with whom?
- What is the name of Enrique’s girlfriend?
- Initially, what things does Enrique do to win his girlfriend’s affection?
- With whom does Enrique first try to head north?
- How does Enrique’s first attempt end?
- What event precipitates Enrique’s leaving for “el Norte” for good?
- On what date does Enrique leave his grandmother’s house to begin his journey?
- What possessions does Enrique take with him?
Written responses: Choose one question to respond to - write a paragraph or more. Due day of Chapter One assessment.
1. How are Lourdes and Enrique's departures from Honduras similar? How are they different? And what is your opinion on learning from a parents life experiences, do you think that we learn from our parents or that we as children make the same mistakes? Explain.
2. How does he idealize what his life will be like in the United States? What is the reality of his mother's life in the U.S.? With everything that you know from the prologue and chapter one, do you think that her life is better, similar or worse than her children's?
3. Have you, or do you personally know of anyone who has immigrated to the U.S.? Describe where you/they started from and how they came to the U.S. Are your/their lives what you/they expected?
4. What is your opinion on the treatment of unaccompanied minors? Do you think that there should be special treatment (where they go, how they are treated, etc.) for minors (17 and under) who are undocumented and traveling through Mexico and the United States?
“Two” — This chapter begins with Enrique’s seventh attempt to reach America. He is battered and bloody. The chapter reviews Enrique’s first six attempts and fills in the details of this attempt that led to Enrique’s injuries. After getting medical treatment, Enrique hitches a ride with a man who turns out to be an off-duty immigration officer. The chapter ends with Enrique being sent back to Honduras.
Chapter 2: Seeking Mercy, p. 45-60
1.What has happened to Enrique? How do the people of Las Anonas, Oaxaca come to his aide?
2.What is the economic situation of those who live in Las Anonas? How do you know? - Use textual evidence (p. 45-47)
3.What other steps are taken to help Enrique? Explain your answer? (p. 46-48)
4.Why does Adan Díaz Ruiz, mayor of San Pedro Tapanatepec balk at the plight of the migrants and those willing to help? Do you agree or disagree with him? Provide evidence. (p. 47)
5.What do you learn about the judicial police from Enrique and the mayor’s driver? (p. 48)
6.How does Father Rigoni describe the situation for migrants in Tapachula? Why is the corruption so difficult to resolve according to Father Rigoni? (p. 49)
PERSEVERANCE
7.Why is it so dangerous at the border town of Tecún Umán, Guatemala? What choices does Enrique make and why? (p. 52-53?)
8.How does life change for María Isabel with Enrique’s absence? What decision does she make? Explain. (p. 55-56)
A MISTAKE
9.Why is Enrique on of the lucky ones according to Dr. Toledo? (p. 57)
10.Read silently pages 58-60. What do you hear in the writer’s voice? How does this information make you feel?
“Three” — Chapter Three describes Enrique’s eighth attempt to reach the United States. The chapter focuses on the horrors Enrique faces in Chiapas, Mexico’s southernmost state. This chapter introduces the dangers of the trains Enrique must ride to complete his journey. The chapter also introduces Olga Sanchez Martinez, who tries to help those who are injured by accidents on the trains.
Chapter 3: Facing the Beast, p. 61-100
1.What has Enrique learned now on his eighth attempt to reach el Norte? (p. 61-62)
2. Why does Enrique feel safe in the cemetery? (p. 63)
3.Why is the cemetery “filled with peril”? (p. 63-65)
4.How does Enrique escape? What dangers do migrants confront? What is your response to this information? (p. 65-67)
GETTING ABOARD
5.What passion drives migrants on this journey? Share some of their stories. (p. 67-68)
6.What dangers do migrants confront boarding the trains? What are Enrique’s options for getting aboard? (p. 69-71)
7.For some the train is called El Gusano de Hierro, or The Iron Worm. For others, El Tren de la Muerte, The Train of Death, and some call it El Tren Peregrino, The Pilgrim’s Train. To Enrique, it is El Caballo de Hierro, The Iron Horse. Explain each of these names and the rationale given. (p. 70-72)
A DREADED STOP
8.How does Enrique manage to escape being captured by migra agents? (p. 72-73)
Read “A Dreaded Stop.” (p. 72-81)
A DECISION
9.What is Maria Isabel’s plan? What final decision does she make? Explain. (p. 81)
STAYING AWAKE
10.Describe how gangsters like the Mara Salvatrucha control the trains in Chiapas? What can migrants do to protect themselves? (p. 85)
11.What other dangers do Enrique and migrants confront daily? How do they struggle to survive? (p. 85-87)
12.Author Nazario juxtaposes the atrocities committed by corrupt police and gangters with the incredible scenery surrounding the train. “The train moves through a sea of plantain trees, lush and tropical.”(p. 82) “Monarch butterflies flutter alongside, overtaking his car.” (p. 87) What do you believe the author is communicating to the reader? Explain your answer.
13.What does it mean to Enrique and other migrants to reach the northern state line near San Ramón? (p. 87-88)
DEVOURED
14.Who would call the train, El Tren Devorador, The Train that Devours? Explain. (p. 88)
15.Case studies inform the reader of real people who have encountered “the beast.” What is Carlos’s story? (p. 89-90)
16.CASE STUDY- Olga Sánchez Martínez. Read Olga’s story (p. 90-96) and prepare a short case study on her life and work.
17.Read pages 97-98 about the “general denigration and humiliation of Central Americans in Mexico.” What are possible solutions to these atrocities?
OAXACA
18.How do migrants like Enrique try to pass off as “Mexican” once they reach Oaxaca? Why do they do this? (p. 98-100)
“Four” — In Chapter Four, Enrique enters the Mexican state of Veracruz and encounters many forms of kindness from the people along his route. Some provide clothes; others, food and shelter. Enrique finds a job to get money to continue his journey. He makes it all the way to Nuevo Laredo, a town on the Mexican/American border.
Chapter 4: Gifts and Faith, p. 101-135
- How does religious faith help the migrants on their journey? (p. 101-102)
2. Describe the generosity that migrants often experience in Oaxaca and Veracruz. Why do people give gifts in Oaxaca and Veracruz? Explain. (p. 103-105)
3. What kinds of gifts do they offer? Why does the author state that these are “unlikely places for people to be giving food to strangers”? (p. 105)
DIALOGUE READ (Bottom of page105- 107)
4. According to Nazario, why do people offer to help the migrants passing through Oaxaca and Veracruz? (p. 106-111)
5. How does the local bishop and priests protect the migrants? (p. 107-108)
6. We have learned how so many people come to the aide of migrants. How are Jesús and Magdalena helping migrants? (p. 109-110)
7.What civil action have people taken on to support migrants? Provide examples. (p. 111-114)
8. Read about the acts of kindness and resistance on the part of small town heroes. Choose your “hero.” Describe the situation and the outcome. Share what you learned with the class. (p. 105-119).
NEW CARGO
9. According to Nazario, how do migrants protect themselves from being deported once they reach a big city? (p. 120-121)
THE MOUNTAINS
10. How do migrants care for one another? Why is this camaraderie important to their survival? Yet, why are friendships “fleeting”? Explain. (p. 122-124)
11. Describe the conditions while traveling through the mountains and tunnels. (p. 124-126)
SUSPICION
12. What experiences caused city residents to be suspicious and fearful of migrants? Explain. (p. 126-127
13. Once migrants reach Mexico City, what dangers do avoid in order to continue their journey north? (128-130)
14. What decision does Enrique make in order to survive his journey north? Explain. (p. 131-132)
THE TRUCKER
Dialogue Read (p. 132-133)
15. Why are truckers reluctant to pick up migrants? If you were a trucker, would you offer a ride to a migrant? Explain your answer. (p. 132-133)
16. How did Enrique survive the last sixteen miles to the border? (pm 134-135).
“Five” — Chapter Five tells of Enrique’s life, waiting to cross the border into the United States. Enrique has lost his mother’s phone number on his trip, so he must make money to call Honduras to get the number from relatives. Enrique also needs money to pay for help in crossing the border safely.
Chapter 5: On the Border
ON THE BORDER
1. What does Enrique have to do in order to contact his mother? How is Enrique “challenging the unknown”? (p. 137-139)
A REFUGE
2. What makes the encampment a haven for migrants? What immediate dangers await them? (p. 139-140)
How does Enrique survive and prepare to cross the river? (p. 140-141)
A LIFELINE
3. How are the two churches and people like Leti Limón lifelines for the migrants? (p. 141-142)
Compare Ermis, Gabi and Kelvin’s stories with that of Enrique’s. What have they had to endure? (p. 143-146)
A SMUGGLER
4. What do you learn about El Tiríndaro, Los Osos and the river encampment? Why does Enrique feel safer there? (p. 147-148)
5. What is a patero? What dangers are associated with this work? (p. 148-149)
6. Why is Enrique protected? Explain. (p.149)
7. How does Enrique earn money while living on the border? (p. 150)
8. How does El Tiríndaro take care of Enrique? Would you trust El Tiríndaro? Explain your response. (p. 151)
9. How does Enrique’s luck run out? How does he continue to move ahead and not feel defeated? (p. 152-154)
MOTHER’S DAY
10. Read Aloud/Dialogue Read different realities for many of the mothers who had to leave their children behind. (p. 155-158)
A SETBACK
11. Describe the various setbacks that Enrique experiences. Why does he get discouraged? (p. 158-161)
THE MOMENT
12. What are the various options that exist for migrants to cross into the United States? Weigh the pros and cons in a graphic organizer: Scroll all the way down to see the organizer.
13. What is often the fate of migrants who cross the border? (p. 163-164)
14. What is making it more difficult for migrants to cross successfully? (p. 164-166) Yet, why are many migrant glad to be caught? Explain. (p. 167)
15. What decision does Enrique make? Explain his reasons. (p. 168-169)
PADRE LEO’S HELP
16. How is “Padre Leo’s heart bigger than his collections”? How does he differ from other priests? Explain. (p. 170-174)
18. Create an Open Mind for Padre Leo. Use quotes from the book and include character traits.
19. What complaints did others have about the migrants? Give some examples. (p. 175-176)
20. Dialogue Read (p. 178) Describe the conversation between Enrique and his mother, Lourdes. How does he “feel her love?” (p. 178)
"Six” — Chapter Six tells the end of Enrique’s trek. He enters the United States and reunites with his mother. Chapter Six also continues the story of Enrique’s relationship with his girlfriend in Honduras, Maria Isabel. Maria Isabel gives birth to a daughter, but Enrique realizes that he cannot yet bring Maria Isabel or the baby to the U.S.
Chapter 6: A Dark River, Perhaps a New Life, p. 179-196
- Dialogue Read (p. 179-181) Describe Enrique’s journey across the river.
- What often happens to migrant children who get caught? (p. 181-182)
- How do you think Enrique feels when he “stands for the first time on U.S. soil? (p. 183)
4. Why is this the most difficult part of the journey? Explain. (p. 183-184)
PUFFS OF CLOUDS
5. How does Enrique’s journey end? What do you learn about El Tiríndaro, el patero? Is Enrique safe? Explain. (p. 185-186)
LOURDES
6. How have the years transpired for Lourdes? What is her greatest desire? How do you know? (p. 186-187)
7. Dialogue Read (p. 188) How is Lourdes convinced that Enrique has made it to the U.S. alive? What must she do?
WAITING
8. Dialogue Read (p. 188-190) Describe the homecoming for both Enrique and Lourdes.
A TWIST
9. Initially, how do stories like Enrique’s have a fairy tale ending, “living happily ever after?” (p. 191)
10. How does reality intrude? How do the children and the mothers respond? (p. 191)
11. Dialogue Read (p. 192-193) What do both Enrique and Lourdes learn about each other’s lives? How is the trailer awash in guilt? Explain. (p. 192-193)
12. Dialogue Read (p. 194-196) How do Enrique and Lourdes adjust to their new lives together? What will become of María Isabel?
“Seven” — In Chapter Seven, each character’s story continues to unfold. Enrique, having been separated from his mother for eleven years, struggles to accept her advice and discipline. Lourdes continues to struggle financially and in her relationship with her son. Maria Isabel, separated from the father of her baby, struggles to rear the child and to assure the baby that her father in America will someday return or send for them. The chapter ends as Maria Isabel, four years after Enrique left Honduras, leaves herself to try to find a better life for her child.
- Once reunited, how do Enrique and his mother get along?
- How does Enrique’s relationship with Maria Isabel progress?
- What conflicts arise between Maria Isabel and Enrique’s family?
- How does the book end as it began?
epilogue & afterword
- When Enrique arrived in the United States, he promised that he would quit drugs and send for his daughter. How is bringing his daughter to the states easier for Enrique than dropping his drug habit?
- Jasmín, Enrique’s four-year-old daughter, is brought to the United States by a trusted female smuggler. How is her journey similar to the one Enrique took when he came to the states in search of his mother? Discuss Jasmín’s relationship with her father. Explain why it is so difficult for Enrique to be a good father.
- Compare and contrast the fear that Enrique experiences in Florida to what he faced on his journey to the United States. Who are the gangsters in Florida that Enrique fears? Discuss why it’s so easy for “thugs” to intimidate Latinos like Enrique.
- Enrique continues his struggle with drug addiction, and suffers from depression. How does he blame his mother for his troubles? Explain what María Isabel learns from Lourdes about dealing with Enrique. Discuss why Lourdes tells María Isabel, “We have to cut him loose.” (p. 257) Debate whether she believes that they are enabling Enrique by allowing him to come home.
- Discuss how the publication of Enrique’s Journey affected the lives of Enrique and his family. Why does Lourdes fear that it puts her at risk for deportation? How has the book changed lives in Honduras and Mexico?
- Explain the following quote: “For decades, politicians have put a lock on the front door while swinging the back door wide open.” (p. 293) Debate whether this speaks to the issues related to “Immigration Reform.”
- The purpose of an Epilogue in a book is to add interesting developments since the book was written. What new information has Nazario revealed? What is the next chapter in the immigration debate?
Correlates to Common Core Standards Reading Informational Text: Key Ideas & Details RI 9-10.1, 11-12.1, 9-1-2, 11-12.2, 9-10.3, 11-12.3, Craft & Structure RI. 9-10.4, 11-12.4, 9-10.5, 11-12.5, 9-10.6, 11-12.6; Integration of Knowledge & Ideas RI. 9-10.8, 11-12.8; Speaking & Listening: Comprehension & Collaboration SL. 9-10.1, 11-12.1, Presentation of Knowledge & Ideas SL. 9-10.4, 11-12.4, 9-10.6, 11-12.6; History/Social Studies: Key Ideas & Details RH. 9-10.1, 11-12.1, 9-10.2, 11-12.2, 9-10.3, 11-12.3.
Chapter 5 #12 Graphic Organizer...you found me! Copy me into your notes and complete me...<3 you complete me ;)