Welcoming Week Activities
Toolkit
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Table of Contents
Introduction and How to Use This Toolkit����������������������������3
Background ��������������������������������������������������������������������������3
Tech Needs���������������������������������������������������������������������������4
Sample Icebreakers���������������������������������������������������������������5
Hosting a Film Screening������������������������������������������������������9
A Template for Offline Storytelling and Sharing����������������15
A Template for Online Storytelling and Sharing�����������������17
Materials������������������������������������������������������������������������������20
Contact��������������������������������������������������������������������������������21
www.immigrant-nation.com2
Introduction and How to Use This Toolkit
Storytelling is a powerful tool for building bonds across generations and cultures, for presenting an
issue, sparking dialogue, and inspiring action. This toolkit is designed to engage participants in a set
of activities, including film viewing and the sharing of personal stories as part of National Welcoming
Week. The activities in this guide can be used as single, stand alone workshops, or combined together. These activities can also be used to deepen the existing work of an organization interested in
using storytelling to build bonds between receiving communities and newcomers.
Background
Immigrant Nation is an innovative project where community organizations and their members can
watch powerful short documentaries about immigration experiences, tell their own stories, and share
their stories with family and friends.
Immigrant Nation Has Three Components:
1. A viewing experience: you can watch short films, each following a different contemporary immigration experience.
2. A storytelling experience: using computer, mobile device, or tablet, users can create their own
story online. They can tag it with keywords, add a provocative question to start conversation, and
share it on the site and in their networks.
3. A learning experience: users can watch each other’s stories on an interactive timeline of immigration. They can see how waves of immigrants have come into the US through history, view
stories by country of origin, or search for them using tags like “family” or “welcomingweek.”
www.immigrant-nation.com3
Tech Needs
Computers and Laptops
The Immigrant Nation platform was designed and built to run on the most current versions of modern browsers, including Firefox, Chrome and Safari. We recommend you run it with the most current
version of your computer’s operating system (be it Mac OS or Windows).
The site displays best on computers with screens that are 15 inches or larger.
A high-speed internet connection is required (T1, DSL, or Fiber). The minimum recommended data
rate is 1Mbps, but site performance will increase greatly with higher data rates.
Immigrant Nation will work best with no firewalls installed on your local area network. If Facebook is
blocked on the computer’s local area network there may be issues with story playback.
Mobile Devices and Tablets
Story collection and exploraton on immigrant-nation.com can also be accessed with the use of a
smartphone or tablet. Using these tools, participants can take access photos from the phone or tablet, or take or access their own photos and upload them on the spot. Ensure that the mobile device
or tablet has internet access.
www.immigrant-nation.com4
Sample Icebreakers
ICEBREAKER A: Creating a Safe Space
DO NOW: Ask participants to write a paragraph describing in detail all the positive things they
would like in an ideal neighborhood.
Following the writing exercise, ask three to four participants to read their stories out loud. Tie in the
commonalities i.e. “nice people,” “clean streets” and make note of the potential discrepancies in
vague descriptions i.e. “how do nice people act?”
Using whiteboard or butcher paper, ask one participant to draw a big picture of a neighborhood,
with a forcefield around it.
Split the class in half. Ask one half to write inside the forcefield all the positive things they would
like to safeguard within their neighborhood. Once they complete this task, ask the other half of
the class to write outside the forcefield, all the negative energies they want to keep out of their
neighborhood. Summarize key points you recognize from the group.
When everyone is done, tell participants we are going to start creating this neighborhood safe zone
here inside this classroom or community space. Are there additional positive attributes they would
like to add? Negative energies they want to keep out?
If they have not been added, you can suggest:
Inside forcefield (positive things to safeguard)
• Respect Each Other (i.e. listening, honoring differences, one mic)
• Be Yourself
• If there are disagreements- address the comment, not the person
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Sample Icebreakers
Outside Forcefield (negative energies to keep out)
• Gossiping (what stays in the neighborhood is for the neighborhood)
• Name Calling
Ask participants how they would like to hold each other accountable if some of the negative actions
happen. Write these up in a place for all to see.
At the end, have the participants name their neighborhood safe zone. Ask participants to sign or tag
their names on the paper to commit to honoring these group rules. Leave it up in the room for the
duration of this project so that you can refer back to it if necessary.
ICEBREAKER B: Cross the Line
Place a long piece of tape on the floor and ask participants to stand on one side of the tape. Explain
you are going to read a series of statements. If the statement applies to the participant, they should
take a step over the line, then go back to their standing position. There is no talking in this activity.
Remind participants about the safe zone we created as a group.
Cross the line:
• If you were born in this town
• If you have ever experienced discrimination
• If your parents were born in this town
• If you have ever experienced racism
• If your grandparents were born in this town
• If you have ever made fun of someone else
• If you were born or have lived in another country
• or being different
• If you have ever visited another state
• If you have ever stood up for someone else
• If you have ever visited another country
• being made fun of or attacked
• If you have a large family
• If you have been wrongfully stopped or
• If you can speak more than one language
• questioned by a police officer
• If you can write in more than one language
• If you have ever been to a protest or rally
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Sample Icebreakers
Discuss:
• How did you feel when you stepped over the line?
• What did you notice about the whole group when we did this activity?
• Did this make anyone think of any stories they’d like to share with the group?
ICEBREAKER C: Map of We
*VARIATION 1 (in a large group)
Have a participant draw a large map of the world, or have this prepared before the start of the
lesson. Using different colored markers, have each participant draw their migration/immigration
history on the group map. Once everyone has traced their history, ask each participant to share
their story with the class.
Discuss:
• How did everyone go about learning their migration/immigration history?
• Are there any similarities you notice in our group map? Any intersecting histories?
• Does anyone know the reasons behind the different migrations and immigrations in your family?
*VARIATION 2 (in small groups)
Have each participant fill out their personal story of migration/immigration on a Blank Map.
Ask them to trace back as far as they can go, building off the extension activity from the previous day.
In small breakout groups, ask each participant to tell their migration/immigration history. Tape
up each story as it’s told so everyone can see all the maps. Once everyone has shared their stories, bring everyone together to hear summarized statements of each group.
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Sample Icebreakers
Discuss:
• How did everyone go about learning their migration/immigration history?
• Were there any similarities in your maps? Any intersecting histories?
• Does anyone know the reasons behind the different migrations and immigrations in your family?
• If you don’t know your family’s migration history, what questions are you most curious about? Has
there ever been a time your family has been forced to move or displaced?
Ask particpants to reflect about one moment from their migration/immigration history that is significant for them – i.e. a memory of seeing a place for the first; a meal with a reunited family member;
an experience they imagined an ancestor went through.
Have particpants make a postcard of this moment – drawing a picture or sourcing images from the
Internet that they can collage. When they are finished, have particpants write a note to a current
family member sharing why this moment is important to them.
Have particpants write their family member’s address, and mail the postcards for them.
(Variation: If a particpant is uncomfortable writing to a current family member, they can write the
postcard to a friend or a future descendant they have yet to meet).
Discuss:
• What type of moments did people chose to create a postcard on?
• Was it difficult to identify a story to tell?
• How do you think your family member will receive this postcard?
Taking a look at the “Map of We,” ask particpants to call out where they sent their postcards to
visually see how their histories are traveling.
www.immigrant-nation.com8
Hosting a Film Screening
The Immigrant Nation Film Series features short films, each exploring a contemporary immigration
story, bringing emotionally rich content to audiences to cut through the politically charged headlines
and polarizing narratives on the topic of immigration. Two films are currently available to the public,
and the remaining will be released over the next two years.
The Caretaker (7 minutes): Joesy is an undocumented immigrant from Fiji who works as a live-in
caretaker for 95-year-old Haru. Joesy has deep bond with Haru, who has lost the ability to communicate with words. Though it is not always easy, Joesy does everything for Haru as she declines, making her feel safe and comfortable until the very end.
The Mayor (10 minutes): Paul Bridges, the Republican mayor of Uvalda, Georgia (population 594),
speaks fluent Spanish and is integrally connected to Uvalda’s Latino immigrant community. This includes his close relationship with the Hernandez family, who live next door to him. The oldest daughter in the family, Celeste Hernandez, is a top student in her high school. She is also undocumented.
After the State of Georgia adopts harsh anti-immigrant laws which make it criminal to drive or house
undocumented people, Mayor Bridges stands up for his community, Celeste and the Hernandez
family, at home, and on the national stage.
Watch the Films
 The Caretaker
 The Mayor
https://vimeo.com/40114122
https://vimeo.com/63185811
password: mayor
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Hosting a Film Screening
You may also request a DVD screening copy of the films (cost of shipping not included). Please email
Immigrant Nation Outreach Coordinator Roseli Ilano at [email protected] for requests.
The Caretaker
Featured Individuals:
Joesy Gerrish was born in Fiji and came to the United States to work
as a caregiver. She provides home-based domestic and medical support for her client, Haru, in her home in Sonoma County, California.
Joesy lives with Haru and sends her earnings to Fiji to pay for her
nieces and nephews to go to school.
Haru Tsurumoto is 95 years old. She has lost the ability to communicate with words, but she and Joesy share a strong friendship. Born in
California, Haru grew up in a large Japanese American farming family.
During World War II, she and her family were sent to an internment
camp in Poston, AZ. After they were released, she met her husband
and raised her children in the house she now shares with Joesy.
Background Information:
Fiji
Fiji is an island country in The South Pacific Ocean northeast of New Zealand. Fiji has a population
of 868,400 and according to the U.S. Census Bureau (2011) there are an estimated 39,800 people of
Fijian ancestry living in the United States.
Japanese-American Internment
More than 110,000 Japanese Americans, many American Citizens, were interned during World War
II after Japan’s attack on Pearl Harbor. On February 19, 1942, President Franklin D. Roosevelt au(Continued on Next Page)
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Hosting a Film Screening
thorized Executive Order 9066, forcibly relocating people of Japanese Ancestry living on the Pacific
Coast and Hawaii.
Caregiving
According to the National Domestic Workers Alliance, there are approximately 2 million domestic
workers, which includes caregivers, childcare providers, and housekeepers, working in the United
States, and the number of Asian and Pacific Islander women becoming caregivers is on the rise.
Excluded from the Fair Labor Standards Act, many caregivers work without overtime pay, regulated
meal and rest breaks, and they are denied collective bargaining and labor rights.
The need for caregivers is on the rise, with one American turning 65 years old every eight seconds
and the elderly population projected to reach 71 million in 2030. According to the National Caregivers Alliance, By 2050, the number of individuals using paid long-term care services in any setting
(e.g., at home, residential care such as assisted living, or skilled nursing facilities) will likely double
from the 13 million using services in 2000, to 27 million people.
Discussion Questions
1. In what ways did you see Joesy care for Haru? What were some of Joesy’s responsibilities noted on her task list? What do you think are the biggest challenges to caregiving and this type of
work?
2. Joesy says, “In Fiji we take care of our elders because they took care of us.” How does Joesy
think elders are treated in Fiji versus The United States? Do you agree? Why or why not? If you
agree, what reasons do you think are behind this difference? Can you think of other examples of
how elders are treated in other countries?
3. Both Joesy and Haru come from migrant families. What else do they have in common and what
other values and experiences bring them closer together?
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Hosting a Film Screening
4. Joesy confesses her biggest fear. What is she afraid of, and how does her personal story challenge or uphold common stereotypes and beliefs held about immigrants?
5. Joesy jokes about Haru’s children: “They said, ‘I don’t know how you’re going to get along with
my mom.’ As soon as I walked in the door, we clicked.” Joesy and Haru have a special friendship
and bond. Do you have a special intergenerational friendship or familial relationship with someone older or younger? Why is it important to you?
6. Have you ever been a primary caregiver for a friend or family member, or had to hire someone to
take care of a loved one? Describe the experience, and what you think is the biggest misconception about this work.
7. Why do you think it’s important to honor and respect the professionals who take care of the elders in our community?
8. Give examples of negative portrayals or stereotypes about immigrants. How do you think Joesy
and Haru’s friendship and the small glimpse we viewed of their lives positively defines the word
“immigrant?”
The Mayor
Featured Individuals
Paul Bridges: Republican Mayor of Uvalda, a small, farming town in
Southeast Georgia. A farmer and educator, Paul changes his views on
immigration in part because of his friendship with his neighbor, Mario.
Paul becomes a cherished member of Mario’s family, and helps his
daughter Celeste apply for Deferred Action For Childhood Arrivals
(DACA).
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Hosting a Film Screening
Mario Hernandez: Mario’s best friend, husband and father of three
children. Mario and his wife Patti work hard during the day, but avoid
going out when they are not working due to their undocumented
status.
Celeste Hernandez: Mario’s teenage daughter who dreams of becoming an immigration lawyer. With Paul’s help, she applies for Deferred Action For Childhood Arrivals (DACA) which allows her to legally obtain a driver’s license.
Background Information
H.B. 87: House Bill 87 is Georgia’s “Illegal Immigration Reform and Enforcement Act of 2011.” H.B.
87 authorized police to demand “papers” demonstrating citizenship or immigration status during
traffic stops. Other parts of the bill created criminal penalties for Georgians who gave rides to undocumented individuals and made it difficult for individuals without specific identification documents
to access state facilities and services. In 2013, a federal judge struck down certain parts of H.B. 87.
Agriculture contributes more than $71.1 billion annually to Georgia’s economy (Georgia Farm Bureau). Because farms often employ immigrant workers, many worried about the impact of the bill on
the economy. The Georgia Fruit and Vegetable Growers Association estimated that as a result of
H.B. 87, Georgia’s agricultural economy could lose $391 million and 3,260 jobs.
Deferred Action For Childhood Arrivals (DACA): On June 15, 2012, President Obama signed a
memo for deferred action for undocumented young people who came to the U.S. as children and
have pursued education or military service. This “deferred action” or temporary relief from deporta(Continued on Next Page)
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Hosting a Film Screening
tion allows undocumented young people to apply for employment authorization, and according to
state laws, apply for in-state college tuition and a driver’s license.
Discussion Questions
1. What industry is the economic driver in Uvalda, and other parts of rural Georgia? What community makes up this labor force and how do laws like H.B. 87 effect this workforce and their families?
2. Paul Bridges is a longtime, proud Republican. How does he describe the values of the Republican
Party and how does he think the word “conservative” has been redefined? Do you agree? Why or
why not?
3. Paul says “I really believe that if the people in our community were to open up their lives up to
this other culture, it would open up their lives the way it did mine.” What did Paul Bridges originally think of the Latino immigrants moving in to Uvalda and how do his views change over time?
What impact does Mario’s friendship have on his life? How does Paul and Mario’s friendship challenge stereotypes?
4. Celeste was born in Mexico and lived there until the age of four. She says “Mexico is like a legend,” and says “heart-wise” she does not remember much. What do you think this says about
how we define “home?” Do you think where you come from is just as important as where you
are? How are our identities shaped by the different places we have lived and called our “home?”
5. Celeste shares that her classmates and teachers only know her as a “top-student” and don’t know
about her undocumented status. After she applies for DACA and her application is accepted, she
says that she is no longer afraid of being stopped by police, or telling people she was born in
Mexico. Have you ever kept a secret about your identity? How did it feel when you shared it?
6. Paul testifies in Congress against H.B. 87. What reasons does he give for opposing this law?
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Hosting a Film Screening
7. Supporters of H.B. 87 believe the law will deter illegal immigration to Georgia, while opponents
believe it is a breach on civil liberties and promotes racial profiling. Why do you think the issue of
immigration is so hotly debated and is such a polarizing issue in this country?
8. Give examples of negative portrayals or stereotypes about immigrants from newspaper headlines
and mainstream media. How do you think Mario and Celeste’s stories challenge those understandings and positively define the word “immigrant?”
A Template for Offline Storytelling
Materials:
• Printed Storycards (See page 20)
• Pens
• Tape
• Polaroid Camera and Film OR
check one:
Where does your family's story begin?
What does home mean to you?
Digital Camera with Printer
What family tradition is meaningful to you?
• Wall space, or table space to lay out
storycards and photos for gallery walk
photo
(Continued on Next Page)
signature
See page 20 for full-sized Story Card
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A Template for Offline Storytelling
Outline:
• Select an icebreaker (pages 5-8), or film(s) to open up discussion
• Storycards
• Sharing
Introductions and Framing
Storytelling is a powerful tool for building bonds across generations and cultures, and can create a
space to talk about our families’ stories of migration. Whether our ancestors came to this country
200 years ago, or we are recent immigrants, we are all here today to celebrate how our experiences
shape us.
Directions
1.Facilitator designates point person for taking photographs
2.Wall space, or table space to lay out storycards and photos for gallery walk
3.Instruct participants to take a storycard and pen, and select one question to answer. When
participants are finished, designate a point person to take photos and affix them to each
participant’s storycard.
4.Create a gallery of completed storycards on a large table, or on a clean wall. Invite participants to
read all the stories and take note of anything that moved them, surprised them, or anything they
had in common with other participants.
5.In a circle, ask everyone to share their findings.
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A Template for Online Storytelling
TELLING YOUR STORY IN TWO PARTS
Find two images or two items, or draw two pictures, that represent two moments of your chosen
journey (i.e. departure/arrival, before/after, two memories, push/pull factors, conflict/resolution,
your experiences and your parents, your parent’s story and a grandparent’s story, etc.)
Prep with Laptops or Computers
• Each participant will need to bring 2 or more
photos that relate to their own immigration
experience. (Ask participants to come
prepared with photos before the workshop)
• Upload photos* to the computers you will
B
be using before you start the workshop.
W
Keep in mind which users will be using which
A
computer. You may consider creating a folder
I
on the desktop with the title “Immigrant
Nation.”
• Optional: Copies of the Storytelling
Worksheet (see page 21) for each participant
See page 21 for full-sized Storytelling Worksheet
*Suggestions for preparing photos:
1. Email: Invite participants to email photos that relate to their immigration experience before the
workshop and upload them on to the computers.
2. Scanner: Invite participants to come prepared to the workshop with at least two photos
that relate to their immigration experience. Devote 20 minutes of scanning and uploading to
computers at the top of the workshop.
3. Smart Phone Photography: Invite participants to come prepared to the workshop with at least
two photos that relate to their immigration experience. Devote 20 minutes to take photos with a
smartphone, email, and upload to computers at the top of the workshop and before viewing the
film.
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A Template for Online Storytelling
Prep with Mobile Devices or Tablets
• Ensure that Mobile Devices and Tablets have cameras and can access the internet
Now it’s time for your members to share their own stories on the Immigrant Nation storytelling
platform. Each participant will:
1. Log on to www.immigrant-nation.com on a computer, laptop, mobile device, or tablet
2. Ask participants to fill out storytelling worksheet
3. Create an account and log in via Facebook or your email
4. Create a title and select appropriate tags including country, year, and emotions. Be sure to use
the “welcomingweek” tag, and consider tagging your organization’s name so you can collect
member stories in one place.
5. Upload Image 1 and Share Where Your Story Begins.
Make your story compelling by sharing the challenges, fears, and aspirations you had. Why did
you immigrate? What did you hope for? What surprised you most about your experience? If you
are not an immigrant yourself, what do you know about an ancestor’s experience? Imagine how
your mother/father/grandparents/ ancestors felt and share their story.
6. Upload Image 2 and Share Where Your Story is Today.
What do you want others to know about your journey? What is your biggest accomplishment?
Your happiest memory? What impact do you think you have made? How does your story connect
to larger immigration issues?
7. Tag your story with the word “welcomingweek” in addition to the country, year and themes
associated with your story.
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A Template for Online Storytelling
8. Share Via Social Networks and tag your network. Invite others to watch your story and invite them
to share their stories.
9. Explore the site by searching countries, tags, and the interactive timeline. Watch other stories
and join the discussion. Search the tag “welcomingweek” to view other stories from around the
country being collected during National Welcoming Month.
Group Sharing Options
1. With a laptop and projector have
each person share their story.
2. Gather around a single computer
or laptop (for smaller groups) and
have each person share their story.
3. In a large circle invite each participant to share their two photos and
what they represent. Go around
until everyone has participated.
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Materials
Story Card for use with exercise on page 17
photo
check one:
Where does your family's story begin?
What does home mean to you?
What family tradition is meaningful to you?
signature
www.immigrant-nation.com20
TELLING YOUR STORY IN TWO PARTS
Find two images or two items, or draw two pictures, that represent two moments of your chosen
journey (i.e. departure/arrival, before/after, two memories, push/pull factors, conflict/resolution,
Materials
your
experiences and your parents, your parent’s story and a grandparent’s story, etc.)
Storytelling Worksheet for use with exercise on page 18
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Contact
Interested in bringing Immigrant Nation to your organization, church,
school, or family reunion? Have more questions, or want to give
feedback? We want to stay in touch! Email roseli@immigrant-nation.
com and be sure to follow us on social media.
immigrantnationproject
@inationproject
#ination
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