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

School dates:SePt. 15 – Oct. 1, 2006

Sponsored by

Adapted from the book by Pam Muñoz RyanBy Lynne Alvarez

In partnership with Latino Arts, Inc.

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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 every-one.

Enclosed in this enrichment guide is a range of materials and activities intend-ed 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 sugges-tions for discussions or activities.

We encourage you to take advantage of the enclosed student worksheets—please feel free to photocopy the sheets for your students, or the entire guide for the benefit of other teachers.

Enjoy the show!Julia newbyEducation Director414-267-2971jnewby@firststage.org

A note to teachers and Parents

ARtS ActIvItIeS

InSIde the GuIde

Building rose Bouquets . . . . . . . . . . . . . . . . .3Mmmmmm.....Tasty Tortillas! . . . . . . . . . . . . .4The story Behind Mariachi Music . . . . . . . . . . . .5

LAnGuAGe ARtS ActIvItIeS

Origins of Language . . . . . . . .5storytelling through song . . . .6

History of the Mexican revolution/Mexican Civil War . . . . . . . . . . . . . . . . .7

What is in season and When . . . . . . . . . . . . . . 8-9

EsPEranza rising is most appreci-ated by adults, teens and young people

ages 8 and older.

hIStORy ActIvItIeS

AttendInG the PLAy—GuIdeLIneS fOR teAcheRSDiscuss 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 mem-bers 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 responsi-bility 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 dis-traction from the theater.

fIRSt StAGe POLIcIeSBecause of union regulations the 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 dur-ing the performance and returned to the group leader at the conclu-sion of the play.

there is no smoking in the the-ater, 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 ush-ers 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 indi-cate 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.

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MAth ActIvItIeS

“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!

Arts: Building Rose Boquetsfirst Stage children’s theater • 325 W. Walnut St. • Milwaukee, WI 53212 • tickets: 414-267-2962 • 06-07 Season • www.firststage.org

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Arts: Mmmmm...Tasty Tortillasfirst Stage children’s theater • 325 W. Walnut St. • Milwaukee, WI 53212 • tickets: 414-267-2962 • 06-07 Season • www.firststage.org

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“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.

Arts: The Story Behind Mariachi Musicfirst 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 afri-can. 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 gui-tarron – 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 funer-als. It is also heard on the streets, playing in town centers and cafes. There are more than two doz-en 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

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Language Arts: Origins of LanguageThere are numerous theories as to where the word mariachi comes from. Etymology is the study of the origin and his-tory 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.

“ ‘Okie’ is short for Oklahoma. It’s a state. There was no rain and all the land blew away in the wind—so the Ok-ies 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.

Language Arts: Writing—Storytelling through Songfirst Stage children’s theater • 325 W. Walnut St. • Milwaukee, WI 53212 • tickets: 414-267-2962 • 06-07 Season • www.firststage.org

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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.

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.

Man alive, I’m a-tellin’ you,That fiddles and the guitars really flew.That Ford took off like a flying squirrelAn’ it flew halfway around the world –Scattered wives and childrensAll 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 figuredThat if it’d been just a bit thinner,Some of these here politicians Coulda seen through it.

Talking Dust Bowl BluesBack in Nineteen Twenty-SevenI 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.

History of the Mexican Revolution/Mexican Civil Warfirst Stage children’s theater • 325 W. Walnut St. • Milwaukee, WI 53212 • tickets: 414-267-2962• 06-07 Season • www.firststage.org

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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, caus-ing 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 upper- and 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 in-volvement in the war was due to political and

economic mistreatment—caused by the upper class and promoted by the government. The lower-class 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 govern-ment. 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 Con-stitution 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 pri-vate 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 im-plemented 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.

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, Espe-ranza 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

Math: What is in Season and Whenfirst Stage children’s theater • 325 W. Walnut St. • Milwaukee, WI 53212 • tickets: 414-267-2962 • 06-07 Season • www.firststage.org

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Math: What is in Season and When Continuedfirst Stage children’s theater • 325 W. Walnut St. • Milwaukee, WI 53212 • tickets: 414-267-2962 • 06-07 Season • www.firststage.org

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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.