The Sizzling Southwest
Juanito and the Saguaro Cactus Stalk
a Lesson on using children’s literature
to learn about culture of a region

by Timothy McDonnell
Victor Jr. High School
Victor, New York

CONNECTION TO THE NATIONAL STANDARDS FOR GEOGRAPHY:
The geographically aware person knows…
Std. 6 - How culture and experience influence people’s perceptions of places and regions.
Std. 10 - The characteristics, distribution, and complexity of Earth’s cultural mosaics.
Std. 18 - How to apply geography to interpret the present and plan for the future.

CONNECTION TO THE NEW YORK STATE STANDARDS FOR ENGLISH LANGUAGE ARTS:
Std. 2.1 - Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical, and cultural features of the text.
Std. 4.2 - Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with others.

OBJECTIVES: (to know, to do, and to be like)
1. The students will analyze three selections of children’s books about the Southwest in terms of plot construction, the setting, and the culture of that region.
2. They will compare the themes of the books, especially the values that are important to the people of the Southwest.
3. They will demonstrate creative writing skills by composing a children’s story (fable, folktale, tall tale, etc.) with Southwest themes.
4. They will communicate with younger students by reading, or acting out,  their story to them.

MATERIALS: Activity worksheet -study guide (in pdf format), children’s books about the Southwest (see Children's Literature Southwest), art materials, drawing paper.

PROCEDURES:
1. Assign students to small study groups. Start the lesson by asking the students to brainstorm as a small group a list of anything that relates to the Southwest (food, people, architecture, climate, etc.).
2. Inform the students that they will be reading three children’s books about the Southwest. With the help of a study guide, they will analyze the story: characters, the setting, social interactions, problems that must be overcome, and cultural indicators unique to the Southwest. Since most of the books are illustrated they need to find information in the artwork also.
3. Next they need to discuss with the group the value themes that permeate the story. How do the characters feel about family and their community? How do they feel about nature?
4. They will then choose a value that seems to be indicative of Southwest culture. Their assignment is to write an illustrated children’s book about some aspect of Southwest life. It should revolve around that value.
5. The group either reads their story to the rest of the class, or to group of younger students, if that can be arranged. To demonstrate oral communication skills, it should be acted out in the form of a mini-play.

SUGGESTED STUDENT ASSESSMENT:
1. Assess the comparison charts generated by student groups as they read the three children’s books.
2. Assess the paragraph they write describing the value themes of the three books.
3. Use a rubric to assess the children’s book they write with a Southwest theme. Include sections on structure, illustrations, and setting the appropriate tone.
4. Use another rubric to evaluate the reading of their children’s story, with special emphasis on communication.

ADAPTATIONS AND EXTENSIONS:
1. As a possible alternative, the students can re-write a popular fairy tale, giving it a  Southwest flavor.
2. This lesson does not have to use children’s literature. It can be more age-appropriate. However, children’s books are usually illustrated, and that adds to their understanding of Southwest culture.
3. The social studies lesson concentrates on forced migrations of Southwest people. Their stories could be connected to this theme.