home

=Esperanza Rising=


 * Reference:** Ryan, Pam Munoz (2000), Esperanza Rising. New York, NY: Scholastic.


 * Summary:** Esperanza Ortega is the young protagonist in a novel that takes you from Aguascalientes, Mexico to California, U.S. Upon losing her father in death, Esperanza makes the trip to California at the tender age of thirteen. She does not just transcend geographical barriers; she receives a new socio cultural status as well, making the transition between the daughter of a wealthy land-owner to a campesina (field worker). She narrates her story in a somewhat cyclic time schedule, preferring to use the seasons (fruits and vegetables directly related to the harvest) instead of the months to mark time. With her father's death and her mother's sickness (upon their arrival to the U.S.), Esperanza must grow up fast. She begins to work in the fields during a crucial moment in history, the Great Depression. Her life becomes filled with anxiety and doubt as she strives to "rise" above and successfully accomplish her goals. In the end, she begins to understand that it is not material possessions that make one feel rich, but family, values, and a strong sense of self.


 * Critique:** This story appeals to the middle grades due to the protagonist's lucha interna (internal struggle). She endeavors to hold onto her sense of identity in turbulent times. All adolescents grapple with their sense of self and some have to do so amidst a backdrop of complex issues. Historical, social, linguistic, and family changes do much to mold a young adolescents' life. One's sense of self is directly related to one's family of origin, socioeconomic status, ethnicity, geographical location, and especially pertinent is one's language. Not to mention physiological factors (puberty being one of the most monumental changes a person goes through). This book appealed to me because it represents an often marginalized group of individuals in our society, Hispanic-Americans. Beneath this exceedingly general term is a multifaceted group with their own independent goals and culture. Especially applicable to middle grade students is the conflict Esperanza experiences when she is confronted with a new culture, language, and lifestyle. As a Spanish teacher I can utilize this book to seamlessly integrate cultural competency of one of the many groups of people who have Spanish as a first language, also showing them that even though it is difficult at first to communicate effectively in another language, vale la pena (it's worth it!). This will broaden and enrich the middle grade students in a way that doesn't alienate them, but rather, unifies them with the protagonist in the novel.


 * Lessons for various content areas:** These would work exceptionally well as a Interdisciplinary Thematic Unit.
 * **Science:**
 * Discuss the climate of both Aguascalientes, Mexico and Southern California (specifically San Joaquin).
 * Contrast the two and discuss the temperatures necessary for the various kinds of produce mentioned in the book. (Why are some only produced in the heat while others need cooler weather to survive?)
 * Analyze the components of the locomotive during that era. What has changed about transportation? What has remained the same?
 * Discuss and contrast the cultivation of the earth...fertilization, germination, how different variations of the same genus came into existence. (hybrid plants and cross breeding)


 * **Math:**
 * Evaluate the numerical value of crocheting in this book and calculate the yarn needed to complete the blanket. How many times did she count 10 stitches up the mountain...?
 * Discuss the importance of understanding distance mathematically and insert the d=r/t into various destinations mentioned in the book.
 * Learn how to use the scale on a map.


 * **Social Studies:**
 * Discuss the impact the Great Depression had on the United States and how this affected the immigration issue at that time. (The Mexican Repatriation was real)
 * Assign students a report and make them interview their grandparents, parents, or other people in the community about their origin.
 * Analyze the motives behind the strikes and the tense relationship between land owners and workers. (social stratification.)


 * **Language Arts:**
 * Define what a proverb is and discuss in class some of the ones in the book. (aguantate tantito y la fruta caera en tu mano)
 * Have students write a profile of several main characters. Must include descriptive words. Or better yet a biography of one or more of the characters.
 * Discuss linguistic relativism and its effects our global society. (There are many words to describe many things in many languages)


 * **Foreign Language:**
 * Talk about the vocabulary at the beginning of every chapter (the fruits and vegetables, perhaps making a song to remember them).
 * Discuss the trials associated with learning a new language and culture. (or better yet have students express their frustrations with learning their new language)
 * Oral project: in groups of five, students must portray a scene in the book in Spanish.