Sponsored by
Education Sponsor
Performances take place in the Todd Wehr Theater of the Marcus Center of the Performing Arts - 929 N. Water St.- Milwaukee
Enrichment Guide
Web Extras
Adapted from the book by Pam Muñoz Ryan
By Lynne Alvarez
In partnership with Latino Arts, Inc.
School dates:
Sept. 15 – Oct. 1, 2006
Please be sure to share this guide with all teachers who are
taking their students to see this production. Photocopy or
download additional copies from
www.firststage.org
inside the guide
Arts Activities
Building Rose
Bouquets. . . . . . . . . . . . . . . . . 3
Mmmmmm.....
Tasty Tortillas! . . . . . . . . . . . . . 4
The Story Behind
Mariachi Music . . . . . . . . . . . . 5
Language Arts
Activities
Origins of Language . . . . . . . . 5
Storytelling through Song . . . . 6
A Note to Teachers and Parents
Dear Teachers and Parents,
Esperanza Rising is a story of family, change, struggle, and
hope. Told from the perspective of a young girl, this story recounts an
entire people’s challenging journey, leaving their homeland of Mexico
and starting a new life in the United States. It is not possible to present
Esperanza Rising without addressing the issues surrounding immigration—
currently a hot political topic in the United States. Neither the production nor
this guide intend on offering solutions to issues regarding immigration. Rather,
they are intended to provide you with ideas on how to start communication with
your young people concerning immigration, and how these issues affect everyone.
Enclosed in this enrichment guide is a range of materials and activities intended to help you discover connections within the play throughout the curricula. It
is our hope that you will use the experience of attending the theater and seeing
Esperanza Rising with your students as a teaching tool. As educators and
parents, you know best the needs and abilities of your students. Use this guide
to best serve your students—pick and choose, or adapt, any of these suggestions for discussions or activities.
We encourage you to take advantage of the enclosed student worksheets—
please feel free to photocopy the
First Stage Policies
sheets for your students, or the entire
guide for the benefit of other teachers. • Because of union regulations the
History Activities
History of the Mexican
Revolution/Mexican
Civil War. . . . . . . . . . . . . . . . . 7
Enjoy the show!
Julia Newby
Education Director
414-267-2971
[email protected]
•
•
Attending the Play—
Guidelines for Teachers
Math Activities
What is in Season
and When . . . . . . . . . . . . . . 8-9
Discuss proper audience behavior
with your students. While applause
and laughter, when appropriate,
are appreciated and anticipated,
unnecessary noise or movement by
audience members can distract the
actors and other audience members and affect the quality of the
performance for everyone. It is very
important that students understand
how their behavior can affect a live
performance. You, the teacher, and
other adult chaperones for your
group have the primary responsibility for being sure your students
behave appropriately. We ask that
chaperones sit among the students,
and not together in a group behind
the students. Our ushers will react
to disruptions and attempt to quell
them, and we reserve the right to
remove any student causing a distraction from the theater.
ESPERANZA RISING is most appreciated by adults, teens and young people
ages 8 and older.
•
•
•
use of recording equipment and
cameras is strictly forbidden in
the theater.
Food, drink, candy and gum are
not permitted in the theater.
Any portable radios brought to
the theater by students will be
kept by the House Manager during the performance and returned
to the group leader at the conclusion of the play.
There is no smoking in the theater, by order of the Fire Marshal.
Should a student become ill,
suffer an injury or have another
problem, please escort him or
her to the theater lobby and ask
an usher to notify the House
Manager immediately.
In the unlikely event of a general
emergency, the theater lights will
go on and someone will come
on stage to inform the audience
of the problem. Remain in your
seats, visually locate the nearest
exit and wait for First Stage ushers to guide your group from the
theater.
Seating for people
with disabilities: If you
have special seating needs for
any student(s) and did not indicate your need when you ordered
your tickets, please call the Box
Office at (414) 267-2962 NOW.
Our knowledge of your needs
will enable us to serve you better
upon your group’s arrival at the
theater.
Arts: Building Rose Boquets
First Stage Children’s Theater • 325 W. Walnut St. • Milwaukee, WI 53212 • Tickets: 414-267-2962 • 06-07 Season • www.firststage.org
“If we don’t plant the roses in the ground here so they put down roots, they’ll die. They need
the land to breathe, to live, to grow—even this strange land
where no one speaks their language or knows their heart.
If the roses don’t make their home in this soil, they will die.
Like us. We have no choice. We are not going to die, so we
will also put our roots down here.” – Hortensia
Roses have a special significance to Esperanza. Her father
planted roses for her and Miguel at the ranch. When her father
passed on, and Esperanza and Miguel moved to the United
States, Esperanza thought she would never see the roses again.
However, Miguel brought the roses over with them. The roses,
just like Esperanza, made the journey to the United States,
adapted, and eventually grew in their new home. The flourishing
roses symbolize strength and hope for Esperanza.
Make your own rose garden, as a constant reminder of strength and hope.
Materials needed for one rose:
• 4 sheets of tissue paper (any color) 6” x 12” each
• 1 pipe cleaner
• scissors
• ruler
• coloring marker
• perfume (if desired)
1. Stack 4 pieces of tissue paper together.
2. Fold the tissue paper together starting at the bottom allowing 1” folds. Fan fold back and forth mak
ing a 1” by 6” piece.
3. Cut the folded tissue at both ends as shown, rounding off the corners.
4. Fold a pipe cleaner in half. This is used for the flower stem. Squeeze the tissue paper in the middle
and twist the piper cleaner tightly to secure.
5. Fan out the piece on both sides of the pipe cleaner. Remember there are 4 layers. Begin pulling up
the petals. Start with the top tissue being careful not to tear it. After you have done the top layer, go
on to the second layer, then the third and the fourth. Straighten out the flower to your liking.
6. Spray a light mist of perfume on the flower!
page 3
Arts: Mmmmm...Tasty Tortillas
First Stage Children’s Theater • 325 W. Walnut St. • Milwaukee, WI 53212 • Tickets: 414-267-2962 • 06-07 Season • www.firststage.org
“Felicidades Esperanza. Your first
breakfast is delicious! What frijoles!
I’m so proud of you! And you made
the tortillas!” – Alfonzo
Homemade tortillas are easy to make,
and so yummy to eat—especially with
frijoles, beans, just like Esperanza
serves. This recipe does require the
use of the stove, so ask an adult to join
you in making these tasty treats.
Ingredients
• 4 cups unbleached all purpose flour
• 2 teaspoons salt
• 4 teaspoons baking powder
• 2 tablespoons vegetable shortening
• 1 1/2 cups warm water or more if
needed
1. In a large bowl, stir together the flour, salt and baking powder.
2. Using your hands, gradually add in the shortening until it is all incorporated. Add enough warm
water to the dough to make it soft but not sticky.
3. Place the dough onto a lightly floured surface and knead for 5 minutes.
4. Divide the dough into 1/4 cup portions and form them into balls.
5. Roll each ball into a flat circle, about 6 inches in diameter and 1/8 inches thick, making them into
the shape of tortillas.
6. Heat a large heavy skillet over medium high heat.
7. Place the tortillas one at a time into the dry hot skillet; cook until brown on one side, then turn and
brown the other side.
8. Remove from the skillet and keep warm in a cloth towel.
page 4
Arts: The Story Behind Mariachi Music
First Stage Children’s Theater • 325 W. Walnut St. • Milwaukee, WI 53212 • Tickets: 414-267-2962 • 06-07 Season • www.firststage.org
Mariachi is a style of music developed in
Mexico during the late 19th century. It is
believed that mariachi music was started
by working class farmers and servants
in Cocula, a town in the Mexican state of
Jalisco. The origins of mariachi music
are Spanish, native Mexican, and African. Today, a full mariachi ensemble is
made up of seven to twenty musicians,
and includes three or more violins, a
vihuela – a five-string guitar, a Spanish
guitar, two or three trumpets, and a guitarron – an oversized five-string guitar.
Because early mariachi groups consisted of working-class men, they usually wore their work clothes
when they performed. After the Mexican Revolution, however, the mariachi groups embraced a new
sense of national pride, and they began dressing in uniformed costumes when they performed. The
current mariachi costume consists of finely tailored pants with a matching ornamented, short-fitting
jacket, large bow tie, embroidered belt, ankle boots, and a sombrero.
There are many different styles of mariachi music, but it has always been considered dance music.
Mariachi music can be heard at most special gatherings, including fiestas, holidays, and even funerals. It is also heard on the streets, playing in town centers and cafes. There are more than two dozen distinct styles of mariachi songs. The pasodobles style tells of the pagentry of bullfighting. The
ranchera lento style has a slow tempo, and is usually highly emotional. The corrido style is a ballad
that recounts stories and legends. Examples of corridos can be downloaded for free at: http://music.
download.com/grupozapata/3615-9074_32-100084293.html
Language Arts: Origins of Language
There are numerous theories as to where the word mariachi
comes from. Etymology is the study of the origin and history of words. Detect the etymology of mariachi.
1. Divide the class into groups and have them research the
etymology of the word mariachi, including the different
theories of this word’s origin.
2. After the students have completed their research, discuss
the different theories of the etymology of the word maria
chi as a class. List these theories on the board.
3. Vote on which theory the class believes is most likely to
be true, making sure the students can support their deci
sion.
4. Have the students make up their own theory about the
origins of the word mariachi, making sure their theory is convincing and uses historical evidence
to prove it.
page 5
Language Arts: Writing—Storytelling through Song
First Stage Children’s Theater • 325 W. Walnut St. • Milwaukee, WI 53212 • Tickets: 414-267-2962 • 06-07 Season • www.firststage.org
“ ‘Okie’ is short for Oklahoma. It’s a state. There was no rain and all the land blew away in the wind—so the Okies had to come here like us.” – Esperanza
Woody Guthrie was a popular and influential American folk musician during the late 1930s and 1940s. Living through the
Dust Bowl and the Great Depression, he is known for writing songs about the common man, his obsessive fight against
the mistreatment of others, and his intolerance for economic exploitation. He is best known for writing the song “This
Land is Your Land,” and the album entitled Dust Bowl Ballads.
In many of Guthrie’s songs he tells a story. Listed below are the lyrics to Guthrie’s song, “Talking Dust Bowl Blues.” Read
the song lyrics and answer the associated questions.
Way up yonder on a mountain curve,
It’s way up yonder in the piney wood,
An’ I give that rollin’ Ford a shove,
An’ I’s a-gonna coast as far as I could –
Commence coastin’, pickin’ up speed,
Was a hairpin turn, I didn’t make it.
Talking Dust Bowl Blues
Back in Nineteen Twenty-Seven
I had a little farm and I called that heaven.
Well, the prices up and the rain come down,
And I hauled my crops all into town –
I got the money, bought clothes and groceries,
Fed the kids, and raised a family.
Rain quit and the wind got high,
And the black ol’ dust storm filled the sky.
And I swapped my farm for a Ford machine,
And I poured it full of this gas-i-line –
And I started, rockin’ an’ a-rollin’,
Over the mountains, out towards the old Peach Bowl.
Way up yonder on a mountain road,
I had a hot motor and a heavy load,
I’s a-goin’ pretty fast, there wasn’t even stoppin’,
A-bouncin’ up and down, like popcorn poppin’ –
Had a breakdown, sort of a nervous bustdown of some kind,
There was a feller there, a mechanic feller,
Said it was en-gine trouble.
Questions:
What is the topic of this song?
What is the story being told in this song?
What point of view is this story being told from?
Put this story in your own words.
page 6
Man alive, I’m a-tellin’ you,
That fiddles and the guitars really flew.
That Ford took off like a flying squirrel
An’ it flew halfway around the world –
Scattered wives and childrens
All over the side of that mountain.
We got out to the West Coast broke,
So dad-gum hungry I though I’d croak,
An’ I bummed up a spud or two,
An’ my wife fixed up a tater stew –
We poured the kids full of it,
Mighty thin stew, though,
You could read a magazine right through it.
Always have figured
That if it’d been just a bit thinner,
Some of these here politicians
Coulda seen through it.
History of the Mexican Revolution/Mexican Civil War
First Stage Children’s Theater • 325 W. Walnut St. • Milwaukee, WI 53212 • Tickets: 414-267-2962• 06-07 Season • www.firststage.org
Mexico faced one of the most unstable and
violent periods of its history from 1910 – 1920,
with the onset of the Mexican Revolution in
November of 1910. More than a generation
of Mexican people endured the dictatorship of
President Porfirio Diaz and his regime, causing the Mexican people to feel oppressed
politically and economically. Both middle- and
upper-class citizens, as well as the lower-class
citizens, had specific reasons for fighting in the
revolution. The key motive behind the upperand middle-class’s engagement in the war was
a feeling that they had no voice in the politics
or government policies that were implemented.
The motives behind the working class’s involvement in the war was due to political and
economic mistreatment—caused by the upper class and promoted by the government. The lowerclass was fighting against low wages, the inability to own land, poor working conditions, inflation, bad
housing, and underprovided social services.
By 1911, an estimated 17,000 Mexicans were fighting against Porfirio Diaz and the current government. In the summer of 1911, the existing government fell, and Porfirio Diaz resigned. That fall a
revolutionary hero, Francisco Madero, was elected president. Soon after Madero’s election, he was
assassinated, and another revolutionary activist, Venustiano Carranza, took over the presidency.
Many Mexican people disagreed with the appointment of Carranza, and so the war continued on. In
1917, the revolutionaries met to reform the Mexican Constitution of 1857. The newly amended Constitution confirmed the liberties and rights of all citizens, as well as social rights such as the right of
workers to strike and to form unions, the right to education, and the right of the Nation to regulate private property. The new Constitution was a major step in ending the revolution. The war finally ended
in 1920 when Adolofo de la Huerta was elected president.
Although the Constitution was changed and the war had ended, the Constitution of 1917 was not implemented until 1934, with the election of President Lazaro Cardenas. The poor still faced the unfair
treatment they had dealt with before the revolution. In addition, the revolution severely overturned
Mexico’s economy. Agriculture, industry, and trade were all affected by the war. Many men and
women left their jobs to join in the war, or to migrate north to the United States to escape the turmoil.
Livestock supplies were depleted, and cotton, coffee, and sugarcane fields were left abandoned.
page 7
Math: What is in Season and When
First Stage Children’s Theater • 325 W. Walnut St. • Milwaukee, WI 53212 • Tickets: 414-267-2962 • 06-07 Season • www.firststage.org
Mexico has an abundance of indigenous, or native, fruits, including: cactus apples, cherimoyas,
tejocotes (Mexican haw), tropical plums, capulin cherries, sapodillas, guavas, jicamas, mameies, and
papayas. These fruits can be difficult to find in Wisconsin. Have you ever tried any of these fruits?
When the Spanish arrived in Mexico they planted fruit seeds from other areas of the Americas, as
well as from Asia, Africa, and Brazil. The Spanish brought over fruits such as bananas, pineapple,
oranges, lemons, watermelon, tamarind, peaches, and grapes. Fruit is plentiful in the Mexican diet,
as well as in Mexican culture, appearing in paintings, songs, and games. In Esperanza Rising, Esperanza receives fruits, such as mangos and papaya, for her birthday from servants and laborers on her
father’s land.
Different fruits are in season at different times throughout the year in Mexico. Use this table to see
the months each fruit is available in Mexico, and answer the questions below.
Taken from: http://www.elbalero.gob.mx/kids/about/html/did/home.html
page 8
Math: What is in Season and When Continued
First Stage Children’s Theater • 325 W. Walnut St. • Milwaukee, WI 53212 • Tickets: 414-267-2962 • 06-07 Season • www.firststage.org
1. How many months out of the year are bananas available?
2. List the fruits in season during the month of August.
3. What fruit is available for the most months out of the year? How many months is it available?
4. What fruit is available for the least months out of the year? How many months is it available?
5. List the fruits in season during both April and May.
6. List the fruits in season for six months out of the year.
page 9