ENRIQUE’S
JOURNEY
THE STORY OF A BOY’S DANGEROUS ODYSSEY TO
REUNITE WITH HIS MOTHER
Sonia Nazario
LESSON 4
Chapter 7, Afterword &
Epilogue
On the Same Page
Classroom Curriculum
2013-2014
Janet Rachel Johns, Ed.D
Look at each image.
 Predict what you believe the image is teaching
you about Enrique’s Journey and some of
Enrique’s family members.
 Write thoughts, words, or a phrase that the
image communicates to you?
 Share your opinions with the members of your
group.
 Share out with the whole class.

On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
 Predict
what you believe the image is
teaching you about Enrique’s Journey and
some of Enrique’s family members.
 Write thoughts, words, or a phrase that
the image communicates to you?
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
María Isabel is relieved.
She tells herself that it is all right, that Jasmín doesn’t
really understand what is happening.
María Isabel does not say good-bye to her daughter. She
does not hug her.
She gets out of the car and walks briskly into the bus
terminal.
She does not look back. She never tells her she is going to
the United States.
Rosa Amalia lifts Jasmín onto the hood of her car. As the bus
pulls out of the terminal, she tells the girl to say good-bye.
Jasmín waves with both hands and calls out, “Adiós, mami.
Adiós, mami. Adiós, mami. Adiós, mami.” (p. 240)
On the Same Page Curriculum 2013, Janet Rachel Johns,
Ed.D. Abriendo Caminos, Migrant Education, Region 11,
PVUSD
Agree/Disagree
1.
2.
3.
4.
5.
People come to the United States to prosper
and send money back to their families living in
other countries.
A true mother is someone who raises and
nurtures a child.
Education is the way to succeed and find a
place in society.
Immigration is good for migrants, the countries
they come from and for the United States and
its citizens.
Most immigrants would rather stay in their
home countries with their extended families.
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
Chapter 7: The Girl Left Behind, p. 197-240
1.
2.
3.
4.
5.
Dialogue Read (p. 197-198) How does Enrique berate
his mother? Do you agree with Enrique? Explain your
answer.
How does Lourdes defend herself and her actions? Do
you agree with Lourdes? Explain your answer. (p. 199200)
What is the cause of Enrique’s resentment towards his
mother? How does he punish her? How does she respond?
(p. 200-201)
How are both Enrique and Maria Isabel’s lives in spiraling
out of control? Who is responsible? What can be done?
(p. 202-203)
How do Enrique and Lourdes spend the holidays? (p.
203-204)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
HONDURAS
6. Describe the living situation for both María
Isabel and her daughter, Jasmín, with Enrique’s
family in Honduras. (p. 204-205)
7. Why is María Isabel being vigilantly watched? By
who? Do you believe that this is right? Explain
your answer. (p. 205-206)
8. What accusations are made against María
Isabel? How does she defend herself? (p. 206209)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
UNITED STATES
9.
How does Lourdes’s boyfriend’s fourteen-year-old son adjust
to life in the United States? What may be some of the causes
for his acting out? (p. 209)
10. How does Enrique cope with his new life? Explain your
response. (209-212)
11. What support do young migrants like Enrique need? Why do
you think so?
HONDURAS
12. Describe Maria Isabel’s living conditions and why she has to
move out. (p. 212)
13. Describe the neighborhood of Los Tubos, where María Isabel’s
mother lives. (p. 213)
14. How does life change for both María Isabel and her daughter,
Jasmín, once they move to Los Tubos? Explain. (p. 214-216)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
UNITED STATES
15. Why does Enrique turn around his life? Why new
choices is he making? (p. 216-218)
HONDURAS
16. Why does Lourdes’s sister, Mirian, decide to go
to the United States? Why does Belky agree
with her decision? (p. 218-220)
17. How do both María Isabel and Enrique’s lives
change overtime? What are some of the reasons
that they are growing apart? Explain. (p. 220222)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
UNITED STATES
18. How does Mirian adjust to life in the United States?
(p. 222-223)
19. How does Enrique adjust to life without his
daughter and María Isabel? (p. 224)
HONDURAS
20. Describe the mother-daughter relationship between
María Isabel and Jasmín? Why can’t María Isabel
leave her daughter behind? (p. 224-226)
21. Describe the economic conditions for females
working in Honduras? (226-227)
22. What makes the decision to go to the United States
so difficult? What are the pros and cons that María
Isabel considers? (p. 227-213)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
UNITED STATES
23. Besides her work on the cleaning crew, what
other responsibilities fall on Lourdes? Do you
think this is right? Why or why not? (p. 231)
24. What are some of the reasons for a difficult
relationship between Enrique and Lourdes? (p.
132-133)
25. Why are Enrique and Lourdes separated again?
Is this a good thing in your opinion? Explain. (p.
233-234)
26. How does the move to North Carolina change
Enrique and his feelings towards his family? (p.
234-235)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
THE GIRL LEFT BEHIND
Dialogue read (p. 237-240)
27. Why does María Isabel decide to go north? How
does she prepare for the separation from her
daughter?
28. What decision would you have made? Explain.
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
Afterword (p. 241-260)
WOMEN, CHILDREN, AND THE IMMIGRATION DEBATE
29.
30.
31.
32.
What story do the statistics tell us about children in the U.S.
(p. 241)
What makes the journey so treacherous? (p. 214)
Who are the perpetrators? What can be done to stop them?
(p. 242)
Who is continuing to travel north despite the dangers?
Explain. (p. 243)
Make a T-CHART listing the pros and cons for migrants living
in the U.S. (p. 243-244)
Pros
33.
Cons
Is immigration good for the migrants, the countries they
come from, and for the United States and its citizens?
Explain your opinion. (p. 243-244)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
NEWCOMER TRAUMAS
34. What are the common and devastating traumas that many
newcomers suffer, according to counselor, Gabriel Murillo?
(p. 245-247)
35. What are common situations for children who have been
separated from their mothers? (246-248)
LANDS LEFT BEHIND
36. How does the exodus of immigrants provide an ‘escape
valve’ for countries with economic problems? (p. 249)
37. How does being a child left behind mark you for life? (p.
250)
IMMIGRANT NATION
38. How do Enrique and Lourdes differ on the impact of ‘illegal’
immigration? Who do you agree with? Explain your opinion.
(p. 251)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
39.
40.
How do native born workers generally differ from
those in the country illegally? Explain. (p. 252)
How do immigrants help the U.S. economy? (p.
252-253)
BENEFIT AND BURDEN
41. What are some of the negative consequences of
immigration? (p. 253-255) Make a list of at least
five with the members of your group.
42. Why did many Latino residents support Proposition
187? (p. 256)
43. What are additional benefits and burdens of
immigration? (p. 257)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
SCHIZOPHRENIC POLICIES
44. Who benefits from immigration? Who has the most to
lose? Explain. (p. 257-258)
45. What makes the U.S. immigration policies
schizophrenic? (p. 258)
46. What can be done to curb immigration? What do the
experts say? (p. 259-260)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
Epilogue (p. 261-267)
47. How does María Isabel’s journey north differ from
Enrique’s? Why do you think so? Do you believe that
Jasmín will join her parents someday? Explain. (p.
261-262)
48. How does the separation between Belky and
Lourdes impact their lives? (p. 262-263)
49. Dialogue read (p. 263-267): How does appearing on
Don Francisco Presenta on September 11, 2006
impact their lives? How do you think each of them
felt? How do you know?
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
Synonyms or words with similar meanings
 Find the synonym of each underlined
word in the sentence, using the context
to help you find the meaning.
 Write a sentence using the new word.
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
1.
2.
3.
4.
5.
6.
Or quell the (1) loneliness he felt being moved
from one relative to the next? (p. 197)
He (2) berates Lourdes for leaving him with a
father she knew was irresponsible. (p. 197)
María Isabel (3) seethes. She says nothing. (p. 206)
María Isabel is enraged: they are (4) sullying one
of the few things she has – her honor. (p. 208)
María Isabel feels she is being forced to have her
daughter’s celebration with women who have (5)
maligned her as a bad mom. (p. 208)
Enrique blames the boy’s father for his
aggressiveness and (6) penchant to fight. (p. 209)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
7.
8.
9.
10.
11.
12.
Lourdes is (7) despondent. She worries that he will kill
himself driving recklessly. (p. 211)
He has (8) excruciating pain when he turns his head.
(p. 211)
She has the same temperament as Enrique and Lourdes:
she is (9) testy, a stubborn fighter who stands her
ground. (p. 215)
Before, when Enrique told her he was clean, she could
(10) ferret out the truth for herself. (p. 221)
Many Americans understand that being born in the
United States, with all the opportunities that entails, is
a matter of sheer (11) serendipity. (p. 252)
Many immigration observers believe U.S. officials have
pursued a purposefully (12) schizophrenic immigration
policy. (p. 258)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
Choose one quote below and write in it your
literature log.
 Summarize the main points of the text, rewriting
it in your own words.
 How does this quote apply to you and your life?
 What can we learn from this person’s words?
 How can others benefit from this knowledge?

On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

“I think she’ll love me when she sees me,” he tells
himself. He pictures how their lives together will
be. Everyone in Lourdes’s house eats dinner at
different hours, whenever they get home from
work. His family will eat dinner together. Enrique
(p. 224)

Murillo’s conclusion: “The parents say: I had to do
it. But that’s not enough for these children. All of
them feel the resentment.” Special education
teacher Marga Rodriguez adds, “This isn’t worth it.
In the end, you lose your kids.” But she admits she
doesn’t know what it’s like not to have anything to
feed your hungry children. (p. 248)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD



Enrique and Lourdes disagree about the impact of this on
the United States. Enrique says that were he an American
citizen, he would want to curtail illegal immigration. Like
most on his paint crew, he explains, he gets paid cash
under the table and contributes no taxes on what he earns.
(p. 251)
Lourdes disagrees. Yes, she says, her daughter was born at
a public hospital, and she received welfare for a time.
Still, she pays taxes and is entitled to those services. To
her, immigrant labor is the engine that helps drive the
American economy. Immigrants like herself, she says, work
hard at jobs no American wants to do, at least not for
minimum wage with no health benefits or paid vacation
time. (p. 251)
Many Americans understand that being born in the United
States, with all the opportunities that entails, is a matter
of sheer
serendipity. Sonia Nazario (p. 252)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

As you have learned, Sonia Nazario, went that
extra mile as a journalist for over five years to
conduct research for the making of Enrique’s
Journey.

Read the last two sections of the book to learn
vital information about Sonia, her work ethic and
all she did as a reporter to protect her clients
and accurately represent the truth: NOTES (p.
269-295) and ACKNOWLEDGEMENTS (p. 297300).
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
Make a T-Chart with a list of ten “essential
requirements” of a Pulitzer Prize Winning
Journalist/Author and the reasons or rationale why
this is a valid requirement.
Requirement
Rationale
Example:
1) Decision to use only the first 1)Publishing their maternal or
names of Enrique and Lourdes paternal name or both, would
and their family members
make them identifiable to
authorities.
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

In order to understand the social, political and
economic background of Enrique’s Story, it is
important to learn firsthand from primary and
secondary sources of the immigration issue and
to read from various points of view.

“For some journalists, research means sitting at
a computer and surfing Google…For Sonia
Nazario…it means leaving home for months at a
time to sit on top of a moving freight train
running the length of Mexico,” risking her life…
San Francisco Chronicle
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
Watch an interview/presentation by Sonia Nazario:
English: Sonia Nazario: Enrique’s Journey
http://www.youtube.com/watch?v=NqtvRxpHet8
 Spanish: Sonia Nazario Escritora (La Travesia
Spanish: De Enrique ) Entrevista con Sonia Nazario
http://www.youtube.com/watch?v=eruGtNj2wVk

ASSIGNMENT
 Write a one-page review of this
presentation/interview with Sonia Nazario. What
important message is she communicating? How can
her message initiate change in our U.S.
Immigration Policy?
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

You have read Sonia’s book and a number of
articles as well as the viewing of many videos.

You will read many different opinions about the
immigration debate. Choose two quotes: First, a
quote that you agree with and explain why.
Secondly, choose a quote you disagree with and
explain your reasons.
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

You may draw a chart in your literature log as
follows:
Quote (Agree)
Why do you agree with this quote?
Quote (Disagree)
Why do you disagree with this quote?
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

It is a refreshing change to read an article on illegal immigration
that doesn’t put the blame on the victim; because illegal
immigrants are just that: victims. In most cases they were victims
in their home country of oppression and discrimination and that is
the main reason they left and went to the US.... just to find that
they are now victims of an oppressive and biased legal system
that doesn´t allow them a clear path to legalization.

Social and economic development for poor countries is the key to
deal with illegal immigration. When living conditions improve in a
country, people have fewer reasons to migrate. It is time for US to
address the real factors fueling illegal immigration, establishing
regional initiatives for social and economic advancement.

Right now we need to create opportunities for unemployed and
underemployed U.S. citizens. We must take care of our own first.
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

The truth is that the countries that these illegal immigrants come
from do not care that they have left their countries. Instead they
reap the reward of millions of dollars sent to these nations by
illegals. The United States is a safety valve that helps control these
nations’ overpopulation problems, crime, and poverty. We taxpaying
citizens are left holding the bag in terms of medical care education
and many other services we provide, in addition to the taking of jobs
and lowering the wages of poor Americans.

I agree totally that the way to curtail illegal immigration is by
creating opportunities in poor countries. I, myself, migrated to the
United States in 1977 and, although I didn't go through the nightmare
that Enrique and his family endured, it was pretty traumatic. One
day, I found myself living in a room, eating where I could, and
working in a factory twelve hours a day for $80.00 dollars a week.
Luckily, I found an angel who married me and put me through
college. But my family, who was left behind, was lost in the shuffle.
When I went back my sister and my nieces had become teenagers,
and forever I feel that I lost that "link" between them and me.
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD


I am an illegal immigrant. I came here legally in 2003, and
overstayed my VISA. True I felt, and still I do feel, guilty. I had
almost nothing for what to come back home (Spain), and many
memories and dreams to follow and pursue here. I just wanted to
stay here so badly that I started my new life here giving the best
from myself. Sadly, to be illegal, put me in the shadow, and barely
I could have a 'normal' life (always studying and working), but in a
little poverty.
For one minute pretend you are poor, uneducated and living in a
place where that is most likely never going to change - especially
if you are a woman. Now add to that you have a family to feed.
What do you do? Let them starve or ignore a man-made border
and law and find work to support them? Oh I know some of you
think the poor should not have children but it happens for many
reasons - culture, religion, lack of education, abuse, no access to
birth control etc. The fact remains the law and wall so many of
you refer to as hard and firm will never deter someone’s desire to
survive.
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

First, thanks to the author for writing this book. I immigrated to
Germany and then the United States with my family. For those back
in Bosnia, living abroad seems like a fantasy land. As the author
points out, there are also negative sides to living abroad including
families that are split up and immigrants who feel they belong
nowhere. Some immigrants succeed while others can never really
adjust to living away from their homeland. As to one reader's
comment that illegal immigration is not ok, I would say that things
are not as simple as illegal and legal immigration.

I do not agree with increasing foreign aid to those countries that send
their poor to the U.S. illegally. No one made Maria Isabel pregnant;
there is no mention in the story on how Lourdes Pineda got pregnant
twice. Instead of increasing foreign aid to Mexico, Honduras, El
Salvador, etc. the US should cut foreign aid, and instead give it to
those states in the US burdened the most by illegal immigrants. If the
US keeps rewarding Latin American countries for shoving their poor to
us, there will never be any change in the way these countries will
exist; their poor will always be pawned off to the US...
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

"There are huge benefits to migration: mothers who go north are able
to send money home so their children can eat and go to school." The
benefits are to the illegal immigrants, not the local population. Try
sending your kid to one of the schools overwhelmed with ESL
programs, or hospitals whose emergency rooms are declaring
bankruptcy and folding because of the "undocumented immigrants"
who use them as a doctor's office and pay nothing.

Prejudice against immigrants has not changed since my great-great
grandfather walked the streets of Brooklyn looking at the "No Irish
Need Apply" signs. And don't forget that the Native Americans were
here first. We should all be as kind as we can to each other. There is
nothing else.

The real "heartache" is not because we are attempting to obstruct
further "open borders", it’s because we have systematically destroyed
our national integrity and our own middle class, in order to provide
more profit for corporations. The answer to our current situation is
not to continue to promote this corruption with its collateral damage
and misery. The answer is to halt illegal labor completely, to stop this
whole process.
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
Agree/Disagree
1.
2.
3.
4.
5.
People come to the United States to prosper
and send money back to their families living in
other countries.
A true mother is someone who raises and
nurtures a child.
Education is the way to succeed and find a
place in society.
Immigration is good for migrants, the countries
they come from and for the United States and
its citizens.
Most immigrants would rather stay in their
home countries with their extended families.
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD