Teachers' Guide

---

Teachers’ Guide Crossing the Wire by Will Hobbs About the Book Devastated by the effects of falling corn prices, Victor is forced to leave his family in Mexico to seek work in the United States in order to support his mother, sisters, and younger brother. Without money to pay a coyote for safe travel across the border, Victor makes the only decision he can – he will attempt to “cross the wire” alone, putting his life in the hands of the smugglers, gangsters, and drug runners. Along the way, Victor is thrown from a bus, hurt jumping off a train, forced to haul heavy packs of food, and shot at by border police. He also endures the freezing cold in the mountains, the scorching heat of the desert, and severe hunger. In the end, his determination and perseverance finally pay off, when Victor finds a job cutting asparagus for $60.00 a day enabling him to send money home to his family. Curriculum Activities GEOGRAPHY – The author includes a map of the Arizona Borderlands in the front of the book, so the reader can visualize Victor’s travel across the border as the story unfolds. Ask students to draw a map with a partner of Victor’s route from his home in Los Arboles, Mexico to the Arizona border and to include a summary statement as a diary or journal entry written from Victor’s pointof-view describing the events at each stop. Students can share their summaries with the class and display their maps in the classroom. ENGLISH – Victor and his acquaintances use Spanish throughout the book. Assign students to groups of three and ask them to brainstorm a list of the Spanish words and to make a glossary with a pronunciation guide and a definition of each word. Have students illustrate at least ten words. ENGLISH – Since Victor’s father dies when Victor is young, he never has the opportunity to get to know him, but Victor remembers the practical nature and wisdom of his words. Ask students to make a list of these sayings. Then, ask them to assume Victor’s voice and to write a letter to his father explaining how Victor applies the lessons to his own life. SOCIAL STUDIES – Illegal immigration activity has become an issue for the United States Government while the people who live in the border states must contend with the disregard for immigrations laws and opportunism on both sides of the border. Because of this, many borders are patrolled by men who call themselves vigilantes. Miguel experienced their harsh treatment on page 91. Divide the students into three groups to debate the issue of vigilante forces; patriotic Americans or racist vigilantes. One group will compile factual information pertaining to the issue and judge the debate. The two remaining groups will take sides and prepare a case using research, case studies, and examples from the book. SOCIAL STUDIES – With a partner, ask students to investigate the laws for immigration to the United States and the laws that govern work permits for immigrants. Ask the pairs to make a brochure explaining the laws and the steps a person would need to take in order to come and work in the United States legally. Display the brochures in the classroom.

Discussion Questions 1. Victor, Rico, and others like them in Mexico feel they have no choice except to go to the United States to work. Ask students to brainstorm a list of the pros and cons that help these young men make their decision. Discuss other options they might have. 2.

On page 23 and again on page 80, Victor talks about praying and his faith in God. What role do his beliefs play in the choices he makes for his life? How do his beliefs help him walk through the trials he faces?

3.

Rico’s nickname for Victor is Turtle. How does that nickname suit Victor? What actions does Victor take to show Rico that the nickname may no longer apply?

4.

On page 97, Miguel and Victor talk about the opportunities in America for hard workers and the advantages children have in the states. What does Miguel mean when he says, “In Mexico, if you are born poor, there are no branches within reach, and the trunk is coated with lard?” Why do fewer advantages exist in Mexico?

5.

Facing their fears, the men who travel to the States from Mexico to support their families exhibit amazing courage and strength by. What prompts them to take the risk? How do their families survive without them?

6.

Despite Miguel’s rough treatment of Victor, how does he feel about him? What actions show the reader how Miguel feels? How do their circumstances affect their relationship?

7.

On page 100, Miguel and Victor talk about the relationship between the illegal Mexican immigrants and the States. Miguel poses several rhetorical questions to Victor. Discuss the answers.

8.

Rico leaves Mexico because of his parents’ expectations of him, page 7, and he returns to Mexico because of his expectations of himself, page 214. What happens to make him have a change of heart?

9.

On page 126, Victor says, “I was numb. I was ashamed. I had failed.” What would his family have said to him about his attempt to cross the border alone? Why does Victor feel shame?

10.

When Victor finally sends money to his mother he is “on a mountain top of happiness” (page 208). If he could have sent a letter to her with the money, what would he have said?

Praise for Crossing the Wire “A page-turning adventure” — Kirkus Reviews “Riveting...an exciting story in a vital contemporary setting” — Voice of Youth Advocates (VOYA) “This gritty and realistic tale will be an eye-opener for many YAs” — KLIATT Crossing the Wire By Will Hobbs Tr 0-06-074138-4 • $15.99 $19.99 Lb 0-06-074139-2 • $16.89 $21.89 Reading Guide prepared by Susan Geye, Library Media Specialist, Crowley Ninth Grade Campus, Ft. Worth, Texas.