Escape From Cuba

1. Set Focus
Pose this essential question to guide discussion: How do economic and political conditions drive migration?

2. List Vocabulary
Share with students some of the challenging vocabulary words in this article. Encourage them to use context to infer meanings as they read.

• scant (p. 8)
• represses (p. 8)
• exodus (p. 8)
• makeshift (p. 10)
• intercepted (p. 10)
• depopulating (p. 10)

3. Engage
Have students examine the photo of the empty store shelves on page 11 of the magazine. Ask: What does this photo help you understand about why people are leaving Cuba to start a new life somewhere else?

4. Read 
Have students read the article, marking the text to note key ideas or questions.

5. Discuss
Distribute or project Up Close: Escape From Cuba, a close-reading activity for students to work on in small groups. (Note: The questions on the PDF also appear below, with possible responses.) Follow up with a class discussion. If you’re short on time, have each group tackle one or two of the questions. Collect students’ work or have each group report its findings to the class.

• What is the authors’ main purpose in the first three paragraphs of the article? (Author’s purpose, text structure)  (The authors’ main purpose is to provide insight into the determination many Cubans feel about leaving their country and the dangers they are willing to risk to leave. The authors do this by describing the types of makeshift boats one Cuban has used to try to get to America, by including a quote from him about how he will keep trying, and by giving a statistic about hundreds having left in similarly makeshift boats.)

• What factors have led to the current economic crisis in Cuba? How is the economic crisis affecting Cubans? (Cause & effect, sequence)(Most recently, the Cuban economy has suffered the effects of the Covid-19 pandemic, which has caused a sharp decline in tourism, and tighter U.S. economic sanctions. The end of financial support from the Soviet Union after it collapsed in 1991 also created long-term economic problems for Cuba. Before that, the U.S. economic embargo imposed after Fidel Castro began seizing U.S. corporate assets more than half a century ago also limited economic growth. In addition, decades of Communist rule and limitations on private business are also a factor in the nation’s current economic crisis. Now, food is even more scarce and more expensive, the power is often out, store shelves are empty, and people must wait on long lines for necessities, such as medicine.)

• What does the map on page 9 add to your understanding of the article? (Integrate multiple sources)(The map shows how close Cuba is to Florida. This helps explain why many Cubans think it is feasible to get to the U.S. by boat. It also shows the distance some Cubans are willing to travel to get to the U.S. via Central America and Mexico.)

• Based on the quotations from experts in the section “ ‘Cuba Is Depopulating,’ ” what are some problems Cuba will likely face as a result of the current exodus? (Problem & solution, make inferences) (Katrin Hansing describes the exodus as “the biggest . . . brain drain” the country has ever seen. Elaine Acosta González says the departure of working-age Cubans is “devastating.” Based on these quotations, you can infer that the nation’s ability to solve its economic problems will diminish, the quality of the education system may suffer, and elder care may be hampered.) 

• What is the central idea of the last section of the article, “Makeshift Vessels”? How does the author support this central idea?  (Central idea, key details)(The central idea is that some people are so desperate to leave Cuba that they will attempt to sail to the U.S. despite incredibly unsafe conditions. The authors support this central idea with details about people making boats from parts from cars, lawn mowers, and other machinery. The authors also support this central idea with quotations from Cubans about how they will keep trying to leave and how everything is getting worse.) 

• Based on the article, how important do you think economic and political stability is to the success of a society? What do you think Cuba’s leaders should do to improve conditions? (Make evaluations)(Students’ responses will vary, but ideas should be supported with evidence from the text. Students may mention that a lack of economic and political stability may prompt people to leave, causing conditions to worsen. Students may also suggest that Cuba’s leaders should begin fostering the growth of private business and respecting human rights, which may then cause the U.S. to end economic sanctions.)

6. Writing Prompt
Research the main periods of migration from Cuba to the U.S. since 1959. Then write a one-page summary of your findings. Be sure to discuss similarities and differences among the various periods.

7. Video
Watch the video about Cuba and the U.S. What does it add to your understanding?

8. Classroom Debate 
Should Congress lift the trade embargo on Cuba?

9. Quiz & Skills
Use the quiz to assess students’ comprehension and Organizing Ideas to review outlining skills.