Efrén Divided

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. What images or ideas come to mind when you hear the word deportation? What is the difference between deportation and detention? Who is responsible for carrying out deportations and detentions in the US?

Teaching Suggestion: With sensitivity in mind, especially with regard to background and personal experiences of students in the class, defining and discussing these issues will help to cover appropriate socio-historical context prior to class study of Efrén Divided. Connect to the novel by explaining that although Efrén was born in America (and thus is a US citizen), his parents were not. As they do not have legal permission to live and work in the US, Efrén is always afraid that they will be caught, then detained or deported. Students might reference images of raids or arrests they have seen in the media; they might mention ICE, la migra, or the government; they might mention cages for detainees and the border wall between Mexico and the US.

• For a look at the legal processes and specifics of detaining non-US citizens, the US Immigrations and Customs Enforcement (ICE) site on “Detention Management” includes information on standards and Family Staging Centers.
• From the American Psychological Association, “Disrupting Young Lives: How Detention and Deportation Affect US-Born Children of Immigrants” looks realistically at issues faced by children like Efrén and his friend Jennifer in the novel.
• General introductory information on Mexican migration to the United States from the Library of Congress can help students contextualize Efrén’s family’s decisions and needs.

2. What consequences can you think of that might result from a physical wall between two groups of people? What are some effects a wall might have on families, friends, culture, jobs, or day-to-day life of people who live near a dividing wall or on either side of it? Can you think of any walls between people or nations in world history?

Teaching Suggestion: Efrén’s trip to Tijuana where he sees separated families trying to talk through el Muro (the Wall) is one of the defining moments of the novel, so readers should prepare for its significance. Responses here might include missing loved ones, separated families, and complex rules for crossing or trying to cross the wall. Besides the US-Mexico border wall, students might name the Berlin Wall, the Great Wall of China, or Hadrian’s Wall.

• This short article, “Popular Border Park on Water’s Edge on Track to Reopen in June,” describes Border Field Park as a place where people on either side of the fence can meet and talk. Note: The following site indicates the Friendship Park section is currently closed (March 2022).
• The California Department of Parks and Recreation site offers updates and photos on “Border Field State Park” for portions of the park.
• This Britannica site offers images and information for several historical border walls, including those mentioned above.

Short Activity

In Chapter 2, Efrén hears this saying: “They tried to bury us, but they didn’t know we were seeds.” In a small group of 2-3 classmates, complete this short activity.

• Discuss together and come to a consensus: What does the saying mean in your own words? Who are “they?”
• Brainstorm a list of 4-5 historical figures whose actions fit this saying. Especially consider those working for social justice or making our world a better place.
• Share your ideas with the class and provide a rationale for your responses.

Teaching Suggestion: Explore the connected theme of The Fight for Humanitarianism, Tolerance, and Justice. Introduce students to some of these social justice voices, each of whom grew in impact after others attempted to disregard them:

• Clara Luper (2003 interview)
• Fred Korematsu
• Carter Woodson
• Greta Thunberg

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the novel.

Write a journal-style composition about a time that you or a family member made a sacrifice for the good of the family. What was the result of the sacrifice? How did those involved feel about their actions?

Teaching Suggestion: Some discussion about the nature of family sacrifices may be warranted; students might brainstorm some general examples before writing. Connect the topic to the novel by explaining how Efrén must suddenly sacrifice his own time and needs to take on adult-like responsibilities: cooking, tending to his young siblings, stretching money to supply enough food. Use the topic of the question to discuss the novel’s theme of Personal Sacrifice for Family.

Differentiation Suggestion: Students with limited English proficiency might respond to the prompt by drawing a picture and writing a few descriptive sentences, using sentence frames as needed.