Irene Beltran
Hernandez: Across the Great
River
Irene Beltran Hernandez. Across the Great River. Texas: Arte
Público Press,
University of Houston, 1989.
Summary: A young girl must take on the leadership role in her
family when her parents are separated while illegally crossing the border into
the United States from Mexico. The family's experiences with labor smugglers,
a folk hero, and the authorities are told with the innocence and directness of a young girl
who must face the harshness of life at an early age.
Pre-Reading Task
Brainstorming:
Teacher writes the word "river" / ("across the river") on the black board and waits for students' reactions. ("What comes to your mind when you think of the word river?")
It is up to the teacher whether he/she asks for "river" only or for
"across the river."
The aim is to make students aware of the mostly positive things that
come to their minds when thinking of a "river."
Then we would like them to understand the negative and difficult aspects
of crossing a river.
Possible answers could be:
* fishing
* rafting/rowing
* boat trip
* swimming
* sunshine
* seasickness
* sailing
* floods
* drowning
* ducks
* movies (River of no return; Rio Grande; ...)
* songs
* water phobia (not being able to swim)
* lightning
* dangers of currents
* border
* washing
* camping
* smell
* dirt/diseases
* rats
* ferry
After collecting their ideas the teacher could discuss the aspect of crossing a river: When do we need to cross a river and how do we do it ? If the class has problems visualizing the situation in the book, further hints could be given:
The students should become aware of the immigration problem and should understand both sides - the immigrant's side and the restrictive policies of the "rich and free" countries. They should also be made sensitive towards other peoples' problems (intercultural understanding!).
Product: Result could be a "collage" with articles, photos, and information
on illegal immigrants.
While-Reading Tasks
1. The teacher has the students read the first chapter as homework.
In class they summarize that chapter to make sure everyone understands
it.
"What do you think happened to the father?" (Try to encourage the interest of students for working with the text and its possible perspectives) This could be worked out in groups of four and then be presented in class. They would have about 20 minutes for the task. A discussion of the different results follows.
2. Students read chapters 2 and 3. Describe what has happened and how Kata feels
about the situation at
Anita's farm.
Groupwork: "What is going to happen when Kata's mother returns?" (Groups
of 4 students)
Present your ideas to the class and then read what actually happened
in the text.
3. Class reads chapter 4 and compares their answers with the text.
4. Teacher refers to page 44, line 14 and has students read the following
three paragraphs (dream).
Students talk about their ideas - e.g. is it a realistic dream?
The man comes walking out of a cloud. He seems to be in a big hurry
and trudges forward...
5. Read chapter 5 in class - "Is that what you expected to happen?"
(page 50, line 24)
(What impression do students get about the story? - "Do you think Kata's
dream is coming true?")
Discussion about further development in the book.
6. Students read chapters 6 to 8. The teacher tries to have students see the typical characters and structure
of fairy tales and has them compare it with the story. "Which elements are necessary in a fairy tale? - To what extent do
they exist in Across the Great River?" We expect answers like: black and white characters, happy ending, good
and bad, a witch, "Gute Fee" etc.
"Do you agree that you can compare the story with a fairy tale? Why/Why
not?" In group work they are supposed to write the end of the story and then
discuss the various endings.
7. Read the last two chapters in class. "What kind of girl is Kata?
- What development is she going through?"
Teacher's expectations: page 6 and 7, Kata's fear is expressed by her
mother's fear (We are leaving the only home we know; some dreams are
not meant to be; Mama, don't cry; Carlos, I am afraid).
Kata is confronted with being an orphan if her mother dies.
Post-Reading Tasks
1. "What would have happened to the family if the father had also escaped? - Rewrite the end of the story!"
2. "What would have happened if Kata and her mother and brother had not been found and brought to Anita?"
3. "What if Kata's mother had not survived?"
Group work and presentation to class.
Final project: The teacher asks if everybody understands the situation of the Mexican/American border and why so many Mexicans/Latin Americans try to enter the US illegally.
"Do you know similar situations (concerning us)?"
(Germany East/West ... Poland/Germany ...etc.)