And The Earth Did Not Devour Him

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. Consider the public perception of immigration throughout US history. Overall, is immigration perceived positively or negatively in the US? In general, how is the public perception of migration presented by the mass media?

Teaching Suggestion: Since the novel’s publication in 1971, people migrating to the US—particularly those from below the US-Mexico border—have received considerable attention in the US media. The media narrative that surrounds migrants and refugees’ entering the US is generally negative, usually relying on rhetoric that increased migration from “other” (i.e., Global South) countries increases crime and criminality, reduces employment opportunities for US citizens, and increases financial dependency on the government.

Although US demographics are largely comprised of migrated individuals, similar narratives have been used historically for incoming migration flows; examples include Irish migration in the mid-19th century, Chinese and Japanese migrants in the late 19th century, and Eastern Europeans in the late 19th century/early 20th century. Rivera’s novel alludes to these negative connotations throughout the text, such as the lack of dignity that the “bosses” have for their workers, believing their efforts and lives are expendable. You might introduce this question by offering students the chance to discuss public perception on a scale of 1 (poor) to 10 (favorable).

• This teacher-facing resource from Re-imaginingmigration.org offers a connected idea on historical, political cartoons and their impact on America.
• A 2016 study by the University of Kansas finds a positive correlation between negative media portrayals of immigration and public perception.

2. Migrant farm workers seek employment in many places and roles in the US. Where are many of these workers employed, and in what capacities? What are some of the concerns that migrant workers raise?

Teaching Suggestion: This Short Answer question further contextualizes the elements of the novel within contemporary political discussions, particularly related to the fair working conditions and the legality of “undocumented workers” as a labor force in the American economy. Although US economic production depends on the labor gap left by national workers that many migrant farmers fill, migrant workers continually experience discrimination and structural barriers to economic and political equality. Rivera criticizes these working conditions in his narrations of the workers who endure sunstroke, uncomfortable travel conditions, and even death in their families as they continue to work in the north. Sensitivity to individual circumstances should be kept in mind for class discussion and small groups. This question relates to the Activity, and students might be reminded to keep their responses until then.

• FWD.us shares the importance of Immigrant Farmworkers and America's Food Production.
• University of New Hampshire's Inquiry Journal shares Jennifer Cooke's article, "My Summer Under the Tents: Interviews with Migrant Farm Workers in the Connecticut River Valley."

Short Activity

Stream-of-consciousness is a form of narrative writing in which the speaker shares their thoughts in a nonlinear form. This type of writing is a popular form of narrative in literature, where the author explores inner monologue in either first-person or third-person prose. Working in small groups, research authors who frequently use stream-of-consciousness narratives and select one of their passages to share with the class. How does this author’s use of stream-of-consciousness reveal information about the narrator?

Teaching Suggestion: This Short Activity connects with the writing style of the novel. Rivera writes many of the narrative dialogues in a stream-of-consciousness style, particularly in the passages of the unnamed boy narrator. In this vein, the stream-of-consciousness narration reveals the age of the narrator, because much of his nonlinear segments focus on his anxieties of disobeying his parents and meeting the expectations of his peers. This Short Activity relates to the first Scaffolded Essay question. When student share the information they found, they might also read a brief passage aloud.

• Oregon State University shares the definition and examples of this narration style.
• Stream-of-Consciousness overview on SuperSummary

Differentiation Suggestion: For advanced classes, invite students to write their own stream-of-consciousness narrative using the guidance and examples in the above links.

Personal Connection Prompt

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

Consider typical dichotomous relationships; for example, good and bad, light and dark, death and life. Do you believe that these relationships are dependent on each other? Or can one exist without the other? Are these dichotomies always stark or are there gray areas? Incorporate an example from literature or from your personal experience, if relevant.

Teaching Suggestion: This Personal Connection Prompt approaches Rivera’s theme of The Interdependence of Paradoxical Elements from a philosophical perspective. Throughout the novel, Rivera juxtaposes the dichotomies in each chapter; for example, a chapter on the death of a family might be followed by a vignette on a marriage. Such pairings—along with the general confusion and ambiguity that the speakers display—indicate the complexities of life. This Prompt directly links with the Discussion/Analysis Prompt.