Storytelling around the Globe

Introduction

Global movements of people, both immigrants and migrants, have been a reality in the world since ancient times. The United States has been characterized as a nation of immigrants and indeed has a long history of immigration. The first immigrants were the Spanish and English settlers who arrived on the shores of the country in the 16^th and 17^th centuries, followed by waves of immigration from Europe and Asia in the 19^th century, and finally Spanish speaking immigrants, as well as others, who arrived in the 20^th century. It is an essential element of the American myth and dream; and, at the same time, it is a contemporary issue reported in the media and a theme depicted in film and literature. It is hotly debated in legislatures and on street corners. And in classrooms across the country, teachers ponder and fret about how best to teach our newest wave of immigrants: our young new students. The idea for this curriculum unit is an outgrowth of this need, this desire to effectively teach our newcomer immigrants. Immigration is the common thread that binds all of my students. And the stories, poems, and films which are included in the curriculum unit have themes of migration, immigration, loss, identity, and cultural heritage among others. The strategies and methodology took shape as I viewed films in a seminar course, Storytelling around the Globe, led by Dudley Andrew at the Yale National Initiative.

Immigration has been and is a controversial topic. The "melting pot" is used as a benevolent description of the assimilation of immigrants into America. In commenting on immigration, Theodore Roosevelt once said:

In the first place, we should insist that if the immigrant who comes here in good faith becomes an American and assimilates himself to us, he shall be treated on an exact equality with everyone else, for it is an outrage to discriminate against any such man because of creed, or birthplace, or origin. But this is predicated upon the person's becoming in every facet an American....We have room for but one language here and that is the English language....and we have room for but one sole loyalty and that is a loyalty to the American people.¹

More recently, illegal immigration has become the focus when immigration policy is discussed. People who immigrated in the nations early years were generally welcomed because employers welcomed new workers during this period of industrialization. By the late 18^th century, a series of laws defining immigration policy began with the passage in 1790 of the Naturalization Act which explicitly excluded non—white immigrants from the possibility of citizenship. In 1882, Congress passed the Chinese Exclusion Act. In 1924, the Immigration Act established quotas that virtually banned immigration from all countries except European countries. By the 1970's a complicated visa system had been established that placed restraints on Mexican immigration. Meanwhile, Mexicans and Central Americans began crossing the border in great numbers searching for economic and educational opportunities. At this time, the Supreme Court, swayed by arguments that the undocumented alien problem was worsening, gave more flexibility to the Immigration and Naturalization Service. For example, in a ruling in 1976, the 4 4^th Amendment's protection against unreasonable search and seizures was suspended to allow INS raids; to permit checkpoints along US highways in the southwest; and to randomly and arbitrarily stop people for questioning. The large number of undocumented immigrants has resulted in it becoming a political issue. President George W. Bush in addressing the nation commented on illegal immigration saying:

"Once here, illegal immigrants live in the shadows of our society....Illegal immigration puts pressure on public schools and hospitals, it strains state and local budgets, and brings crime to our communities. These are real problems. Yet we must remember that the vast majority of illegal immigrants are decent people who work hard, support their families, practice their faith, and lead responsible lives. They are a part of American life, but they are beyond the reach and protection of American law. We're a nation of laws, and we must enforce our laws. We're also a nation of immigrants, and we must uphold that tradition, which has strengthened our country in so many ways. These are not contradictory goals."²