Americanized: Rebel without a Green Card

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. The Middle East is a politically complex region. War, civil unrest, and turmoil have affected this region for centuries. What are some notable conflicts in this part of the world discussed in your history or social studies classes? Why might this area have a complicated, difficult history?

Teaching Suggestion: Depending on students’ familiarity with the topic, it may be helpful to mention that the causes of conflict and difficulties in the region are themselves complex. Tension has been fueled by a variety of reasons—religious, political, and ethnic differences have all, at times, contributed to conflict among the population. Occasionally, outside forces have intervened in the region as well. Bringing the focus of discussion to the Iran-Iraq war, the conflict that is most central to Saedi’s story in Americanized, will be beneficial to students.

• Vox’s 10-minute video “The Middle East’s Cold War, Explained” tells the history of modern conflict in the Middle East in the 20th and 21st centuries, focusing on Iran’s and Saudi Arabia’s role in the war and political turmoil.
• The encyclopedia entry “Iran-Iraq War” gives a concise but comprehensive overview of this feud.

2. Saedi uses humor in her narrative that is droll or ironic in tone and often takes a self-deprecating turn. Why might this kind of humor be popular with readers? What are some examples of this kind of humor in literature, film, or TV? What is the effect of using humor/levity to tell a tale that has somber, serious elements?

Teaching Suggestion: Saedi’s story is one shaped by a host of difficult experiences; it involves war and discrimination along with typical teenage experiences. In her retelling of these painful events, she relies on Humor as a Narrative Device in telling her story. It may be helpful for students to consider ways in which humor is sometimes used as a coping mechanism with uncomfortable events, sadness, and frustration. Saedi also uses humor to create draw the reader in.

• This short article lists and differentiates types of humor in literature.
• This classroom resource on “Humor Writing” from NCTE offers strategies, ideas, and examples for employing humor in writing. (Teacher-appropriate; not student-facing)

Differentiation Suggestion: Some English language learners and different learners might benefit from additional support and strategies in recognizing and comprehending certain kinds of humor; for example, frontloading vocabulary and reviewing examples of sarcasm might help readers in identifying and responding to the types of humor in Americanized. The US Department of State publication “Implementing Humor Instruction into English Language Teaching” (teacher-appropriate; not student-facing) offers thoughts and strategies on this topic.   

Personal Connection Prompt

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

Reflect upon the group of people you consider “family.” Who is included in this group? Does the group include non-biological relatives that you consider to be “family,” such as friends or neighbors? What is one word that sums up how you feel about your family? What are some ways in which family members might support one another in challenging times?

Teaching Suggestion: A key theme in Americanized is The Power of Family Support. As Saedi navigates numerous challenges in her life, she relies heavily on the help and care of her family, including that of grandmothers and cousins; her concept of “family” encompasses a large group of extended relatives. Students may benefit from connected discussion of the idea of “chosen family,” those non-biological relatives with whom one develops close kinship ties (such as friends, neighbors, or coworkers). Given circumstances with home/family situations might make this a sensitive or uncomfortable question. Students might instead analyze the dynamics of a fictitious family in a recently read piece of literature.

• In “Expanding the Definition of Family to Reflect Our Realities,” The Conversation explores how, in modern times, the definition of “family” is expanding to include more types of relationships.
• The New York Times’ Student Opinion piece entitled “Who Is in Your Chosen Family?” asks students to read their article “Tell Us About Your Chosen Family” and then respond to a series of questions about who they consider to be their “chosen family.” (Subscription may be needed to view.)