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National  Endowment  for  the  Arts 


TEACHER'S  GUIDE 


RUDOLFO  ANAYA'S 


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SERVICES 


Bless  Me,  Ultima 


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ENDOWMENT 
FOR  THE  ARTS 


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Rudolfo  Anaya's 

Bless  Me,  Ultima 


TEACHER'S  GUIDE 


NATIONAL 
ENDOWMENT 
FOR  THE  ARTS 


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SERVICES 


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The  National  Endowment  for  the  Arts  is  a  public  agency  dedicated  to  supporting 
excellence  in  the  arts — both  new  and  established — bringing  the  arts  to  all  Americans, 
and  providing  leadership  in  arts  education.  Established  by  Congress  in  1965  as  an 
independent  agency  of  the  federal  government,  the  Endowment  is  the  nation's  largest 
annual  funder  of  the  arts,  bringing  great  art  to  all  50  states,  including  rural  areas,  inner 
cities,  and  military  bases. 

The  Institute  of  Museum  and  Library  Services  is  the  primary  source  of  federal  support  for 
the  nations  122,000  libraries  and  17,500  museums.  The  Institute's  mission  is  to  create 
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Midwest's  history  spans  more  than  25  years. 

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Additional  support  for  the  Big  Read  has  also  been  provided  by  the  W.K.  Kellogg 
Foundation  in  partnership  with  Community  Foundations  of  America. 

Published  by 

National  Endowment  for  the  Arts 
1 100  Pennsylvania  Avenue,  N.W 
Washington,  D.C.  20506-0001 
(202)  682-5400 

Works  Cited 

Passages  from  BLESS  ME,  ULTIMA.  Copyright  ©  1972  by  Rudolfo  Anaya.  Published  by  Warner  Books  in 
1994.  First  published  by  TQS  Publications,  Berkeley,  CA.  By  permission  of  the  Author 
and  Susan  Bergholz  Literary  Services,  New  York  City  and  Lamy,  NM.  All  rights  reserved. 

BLESS  ME,  ULTIMA.  Copyright  (c)  1972,  1999  by  Rudolfo  Anaya.  Published  by  Warner  Books  in  1999. 
First  published  by  TQS  Publications,  Berkeley,  CA.  This  Warner  Books  Edition  was  published  by  arrangement 
with  the  author.  All  rights  reserved. 

Acknowledgements 

David  Kipen,  NEA  Director  of  Literature 

Sarah  Bainter  Cunningham,  PhD,  NEA  Director  of  Arts  Education 

Writers:  Catherine  Tousignant  and  Erika  Koss  with  Liz  Edgar  Hernandez  for  the  National  Endowment  for  the 

Arts,  with  a  preface  by  Dana  Gioia 

Series  and  Image  Editor:  Liz  Edgar  Hernandez  for  the  National  Endowment  for  the  Arts 

Graphic  Design:  Fletcher  Design /Washington  D.C. 

Photo  Credits 

Cover  Portrait:  John  Sherffius  for  the  Big  Read.  Page  iv:  Bcxik  cover  of  Bless  Me,  Ultima  by  Rudolfo  Anaya  © 
1972,  used  with  permission  of  Warner  Books,  a  division  of  Hachette  Book  Group  USA;  New  Mexican 
landscape,  ©  George  H.  H.  Huey/CORBIS.  Page  1:  Dana  Gioia,  image  by  Vance  Jacobs.  Inside  back  coven  © 
Marion  Ettlinger. 


Table  of  Contents 


Introduction 1 

Suggested  Teaching  Schedule 2 

Lesson  One:  Biography 4 

Lesson  Two:  Culture  and  History 5 

Lesson  Three:  Narrative  and  Point  of  View 6 

Lesson  Four:  Characters 7 

Lesson  Five:  Figurative  Language 8 

Lesson  Six:  Symbols 9 

Lesson  Seven:  Character  Development 10 

Lesson  Eight:  The  Plot  Unfolds 11 

Lesson  Nine:  Themes  of  the  Novel 12 

Lesson  Ten:  What  Makes  a  Great  Book? 13 

Essay  Topics 14 

Capstone  Projects 15 

Handout  One:  New  Mexican  Catholicism 16 

Handout  Two:  The  Spanish  Language 

and  the  Magic  ofWords 17 

Handout  Three:  The  Land  of  Enchantment 18 

Teaching  Resources 19 

NCTE  Standards 20 


THECLASSKBY 


Author  of  Alburquerque 


BLESS  ME. 
ULTIMA 


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—Denver  P°$< 


"I  was  happy  with  Ultima.  We 
walked  together  in  the  llano  and 
along  the  river  banks  to  gather 
herbs  and  roots  for  her 
medicines... .She  taught  me  to 
listen  to  the  mystery  of  the 
groaning  earth  and  to  feel 
complete  in  the  fulfillment  of  its 
time.  My  soul  grew  under  her 
careful  guidance." 

— Antonio  in  Bless  Me,  Ultima 


IV  '  THE  BIG  READ 


National  Endowment  for  the  Arts 


Introduction 


Welcome  to  the  Big  Read,  a  major  initiative  from  the  National  Endowment 
for  the  Arts.  Designed  to  revitalize  the  role  of  literary  reading  in  American 
culture,  the  Big  Read  hopes  to  unite  communities  through  great  literature, 
as  well  as  inspire  students  to  become  life-long  readers. 

This  Big  Read  Teacher's  Guide  contains  ten  lessons  to  lead  you  through 
Rudolfo  Anaya's  classic  novel,  8/ess  Me,  Ultima.  Each  lesson  has  four 
sections:  focus  topic,  discussion  activities,  writing  exercises,  and  homework 
assignments.  In  addition,  we  have  provided  capstone  projects  and  suggested 
essay  topics,  as  well  as  handouts  with  more  background  information  about 
the  novel,  the  historical  period,  and  the  author.  All  lessons  dovetail  with 
the  state  language  arts  standards  required  in  the  fiction  genre. 


The  Big  Read  teaching  materials  also  include  a  CD.  Packed  with  interviews, 
commentaries,  and  excerpts  from  the  novel,  the  Big  Read  CD  presents 
first-hand  accounts  of  why  Anaya's  novel  remains  so  compelling  three 
decades  after  its  initial  publication.  Some  of  America's  most  celebrated 
writers,  scholars,  and  actors  have  volunteered  their  time  to  make  these 
Big  Read  CDs  exciting  additions  to  the  classroom. 

Finally,  the  Big  Read  Reader's  Guide  deepens  your  exploration  with 
interviews,  booklists,  timelines,  and  historical  information.  We  hope  this 
guide  and  syllabus  allow  you  to  have  fun  with  your  students  while 
introducing  them  to  the  work  of  a  great  American  author. 

From  the  NEA,  we  wish  you  an  exciting  and  productive  school  year. 


£5Lufc  Mjtfc^ 


Dana  Gioia 

Chairman,  National  Endowment  for  the  Arts 


National  Endowment  for  the  Arts 


THE  BIG  READ  •    | 


Schedule 


1 

Day  One 

FOCUS:  Biography 

Activities:  Listen  to  the  Big  Read  CD.  Create  a 
biographical  portrait  of  Anaya  and  describe 
the  New  Mexican  landscape. 

Homework:  Chapters  Uno  and  Dos  (pp.  I  -26).* 


2 


Day  Two 

FOCUS:  Culture  and  History 

Activities:  Listen  to  the  Big  Read  CD  and 
read  Handouts  One  and  Three.  Discuss  the 
multicultural  nature  of  New  Mexican  heritage, 
and  the  ways  the  Spanish  and  native  cultures 
both  conflict  and  coincide. Write  about  myths 
in  your  own  culture. 

Homework  Chapters  Tres,  Cuatro,  and  Gnco 
(pp.  27-50). 


3 

Day  Three 

FOCUS:  Narrative  and  Point  of  View 

Activities:  Discuss  and  write  about  the  many 
influences  on  Antonio's  point  of  view, 
examining  how  the  beliefs  of  other  characters 
affect  his  thinking. 

Homework  Chapters  Seis,  Siete,  Ocho,  Nueve 
(PP  5 1 -82). 


4 


Day  Four 

FOCUS:  Characters 

Activities:  Read  Handout  Two.  Discuss  the 
ways  language  creates  character,  and  write 
about  the  confusion  Antonio  encounters  as 
he  tries  to  find  his  place  in  a  grown-up  world. 

Homework  Chapter  Diez  (pp.  83- 1 05). 


5 


•  Page  numbers  refer  to  the  Warner  Books.  1 994.  edition  of 
Btess  Me.  Utoma 


Day  Five 

FOCUS:  Figurative  Language 

Activities:  Discuss  how  Anaya  describes  the 
earth  with  human  traits.  Write  a  paragraph 
using  figurative  language. 

Homework  Chapters  Once,  Doce,  and  Trece 
(pp.  106-142). 


2  •  THE  BIG  READ 


National  Endowment  for  the  Arts 


^^^^___^^^^^^____^^_^^_|_^_^__^_^^^^^^_^^^^^^^^^^_^^^^^_^__^^^^__^^^^^^^^_^^^_________^_| 

6 

9 

Day  Six 

Day  Nine 

FOCUS:  Symbols 

FOCUS:Themes  of  the  Novel 

Activities: Analyze  the  symbolism  of  Ultimas 

Activities:  Discuss  themes  of  innocence  and 

owl,  the  river,  and  the  golden  carp. 

knowledge,  nature,  and  language  and  identity. 

Homework:  Chapter  Catorce  (pp.  143-176). 

Homework:  Chapters  Veintiuno  and  Veiniidds 

(pp.  236-262).                                                                           ! 

7 

Day  Seven 

FOCUS:  Character  Development 

Activities:  Discuss  the  ways  in  which  the  roles 

10                                           | 

Day  Ten 

FOCUS:What  Makes  a  Great  Book? 

of  Andrew,  Narciso,  and  Tenorio  change  in  the 

Activities:  Explore  the  qualities  of  a 

novel.  Write  about  what  Antonio  learns 

great  novel. 

concerning  the  strange  ways  of  men. 

Homework: Work  on  essays. 

Homework:  Chapters  Quince,  Dieciseis,  and 

Diecisiete  (pp.  1 77-202). 

8 

Day  Eight 

FOCUS:The  Plot  Unfolds 

Activities:  Discuss  the  sad  and  terrifying 
events  that  unfold  quickly  in  the  previous 
night's  reading. Write  about  patterns  of 
repetition  and  variation  in  the  plot. 

Homework:  Chapters  Dieciocho,  Diecinueve, 
and  Veinte  (pp.  203-235). 


National  Endowment  for  the  Arts 


THE  BIG  READ  •  3 


FOCUS: 

Biography 


The  authors  life  can  inform  and  expand  the  readers  understanding  of  a 
novel.  One  practice  of  examining  a  literary  work,  biographical  criticism, 
looks  through  the  lens  of  an  author's  experience.  In  this  lesson,  explore  the 
authors  life  to  more  fully  understand  the  novel. 

Rudolfo  Anaya  was  raised  on  the  edge  of  the  New  Mexican  plains, 
surrounded  by  gullies  and  hills,  mesquite  and  juniper  trees.  He  spent 
summers  playing  along  the  river  and  the  rest  of  the  year  studying  at  a 
school  in  town.  Anaya  grew  up  with  his  sisters.  Three  older  brothers  fought 
overseas  in  World  War  II.  His  father  worked  on  ranches  as  a  cowboy  or 
vaquero  while  his  mother  stayed  home  to  raise  the  family.  They  moved  to 
the  barrios  of  Albuquerque  when  Anaya  was  a  teenager.  Here,  he  began  to 
explore  the  pueblos  and  understand  his  Native  American  roots. 

Growing  up  as  a  Mexican-American  in  the  1940s  and  1950s,  Anaya  reflects 
the  multicultural  and  spiritual  heritage  of  New  Mexico.  He  says: 

We  believe  the  region  is  a  spiritual  corridor;  the  earth  nurtures  us,  and  our  deities  can 
be  invoked  for  the  good  of  the  community.  Here,  Native  Americans  have  been  saying 
prayers  and  keeping  the  world  in  balance  for  thousands  of  years.  It's  difficult  to  make 
a  living  here,  but  beneath  the  daily  struggle  there  exists  a  fulfilling  spiritual  sense. 
This  is  a  sacred  space  for  us.  (Warner  Books  trade  paperback,  p.  285). 

Discussion  Activities 

Listen  to  the  CD  and  read  Anaya's  interview  in  the  Reader's  Guide  (pp.  1 0-1  I). 
Have  each  student  recall  one  interesting  thing  he  or  she  heard  on  the  CD  or  read 
in  the  interview,  and  then  explain  why  that  detail  or  statement  captured  his  or  her 
attention. Then  have  the  class  collaborate  to  create  a  biographical  portrait  of 
Anaya. What  do  we  know  about  him?  What  kind  of  man  is  he?  What  are  the  most 
important  events  in  his  life?  How  might  they  have  motivated  him? 


Writing  Exercise 


Have  students  view  images  of  the  New  Mexican  landscape  such  as  the  one  in  the 
Reader's  Guide.  Have  students  write  a  poem  or  a  paragraph  that  captures  and 
describes  the  emotional  tone  of  this  landscape.  What  kind  of  place  does  it  appear 
to  be?  How  does  the  viewer  feel,  looking  at  the  photograph? 


H  Homework 


Read  Chapters  Uno  and  Dos.  What  do  Antonio's  dreams  reveal  about  his 
personality,  his  fears  and  his  desires? 


4  •  THE  BIG  READ 


National  Endowment  for  the  Arts 


Lesson  Two 


FOCUS: 

Culture  and 
History 


Cultural  and  historical  contexts  give  birth  to  the  dilemmas  and  themes  at 
the  heart  of  the  novel.  Studying  these  contexts  and  appreciating  the  intricate 
details  or  the  time  and  place  can  assist  us  in  comprehending  the  motivations 
or  the  characters.  In  this  lesson,  use  cultural  and  historical  contexts  to  begin 
to  explore  the  novel. 

The  novel  embraces  myths  from  New  Mexican  cultures.  Bless  Me,  Ultima 
presents  myths,  magic,  and  miracles  on  many  levels,  drawn  from  Spanish 
and  Catholic  traditions,  as  well  as  from  native  peoples  who  lived  in  New 
Mexico  long  before  the  conquistadors  and  their  priests  arrived  from  Europe. 
The  survival  of  these  myths  from  various  traditions  testifies  to  New  Mexico's 
multicultural  heritage,  borne  out  of  long  struggles  among  disparate  peoples 
who  fought  for  centuries  over  land,  religion,  and  sovereignty. 

At  the  end  of  World  War  II,  America  modernized  rapidly  and  the  vaquero 
culture  began  to  disappear.  Mass  production  drew  rural  people  away  from 
tanning  to  jobs  in  the  cities.  The  G.I.  Bill  offered  promise  of  social  and 
geographic  mobility  by  providing  college  education  and  housing  to  returning 
soldiers.  Yet  post-war  America  was  also  full  of  threats.  The  Cold  War 
intensified  between  the  United  States  and  the  Soviet  Union,  as  a  nuclear 
arms  race  escalated  international  tensions.  New  Mexico  served  as  a  testing 
and  development  site  for  these  weapons,  shrouded  in  mystery  and  secrecy. 
Like  much  of  the  rest  of  America,  New  Mexicans  struggled  to  retain  cultural 
traditions  while  meeting  the  demands  of  post- World  War  II  society. 


Discussion  Activities 

Listen  to  the  CD — What  is  a  curandera,  and  what  is  her  role  in  the  pueblo 
communities  of  New  Mexico?  How  does  this  approach  to  healing  compare  with 
your  beliefs  about  illness  and  healing? 

Distribute  Handout  One  and  Handout  Three.  Ask  the  students  to  discuss  the 
history  of  New  Mexico  as  one  of  both  cultural  conflict  and  cultural  exchange. 
Where  do  the  religious  beliefs  of  Catholic  explorers  and  Native  Americans 
overlap?  Where  do  they  diverge? 


Writing  Exercise 


Have  students  identify  important  myths  in  their  own  cultures,  either  local  or 
national.  Invite  them  to  write  an  essay  that  recounts  a  myth  in  their  own  words, 
and  then  discuss  what  religious  or  cultural  values  the  myth  addresses. Why  is  this 
story  useful  or  meaningful  in  their  culture? 


Ca3  Homework 


Read  Chapters  Tres,  Cuatro,  and  Cinco.  Why  does  Antonio's  uncle  say  that  there  is 
hope  for  the  young  protagonist? 


National  Endowment  for  the  Arts  THE  BIG  READ  •  5 


FOCUS: 

Narrative 
and  Point  of 
View 


The  narrator  tells  the  story  with  a  specific  perspective  informed  bv  his  or 
her  beliefs  and  experiences.  The  narrator  can  be  a  major  or  minor  character 
within  the  novel.  The  narrator  weaves  her  or  his  point  of  view,  including 
ignorance  and  bias,  into  the  telling  of  the  tale.  A  first-person  narrator 
participates  in  the  events  of  the  novel  using  "I."  A  distanced  narrator  (often 
not  a  character)  does  not  participate  in  the  events  of  the  storv  and  uses 
third  person  (he,  she,  they)  to  narrate  the  story.  The  distanced  narrator  can 
be  omniscient,  able  to  read  the  minds  of  all  characters  within  the  novel. 
Ultimately,  the  type  of  narrator  determines  the  point  of  view  from  which 
the  storv  is  told. 

Bless  Me,  Ultima  is  narrated  by  Antonio  from  the  first-person  point  of  view. 
\X  e  see  and  experience  all  the  novel's  events  through  Antonio's  eyes. 
Antonio  is  very  young  when  the  story-  opens,  only  six  years  old.  His  point 
of  view  remains  limited  because  he  does  not  fully  understand  much  about 
the  world,  especially  why  people  act  as  they  do.  Antonio's  narration  is  at 
times  observant  and  at  times  perplexed  about  what  he  sees  and  hears.  He 
narrates  the  novel  in  English  and  Spanish,  moving  between  the  two 
languages  while  discovering  his  multicultural  identity.  He  learns  about  the 
spirituality"  of  Catholicism  from  his  mother,  and  the  spirituality  of  nature 
from  Ultima.  He  inherits  the  dream  of  freedom  from  his  father  and 
brothers.  His  point  of  view  and  narration  move  among  these  influences, 
which  sometimes  conflict. 


Discussion  Activities 

As  he  tells  the  story,  how  does  Antonio  make  sense  of  the  conflicts  he 
encounters?  Does  he  seem  to  prefer  the  world  and  viewpoint  of  his  mother  and 
her  brothers,  his  father  and  the  vaqueros,  Ultima,  or  some  other  influence?  What 
about  each  of  these  points  of  view  appeals  to  Antonio,  makes  him  feel  curious, 
excited,  or  secure?  Which  of  these  influences  seems  dominant  in  his  eyes?  What 
things  in  particular  are  confusing  from  Antonio's  point  of  view,  either  for  him  or 
for  the  reader? 


E<  Writing  Exercise 


Write  a  paragraph  that  compares  and  contrasts  Antonio's  life  inside  the  house, 
with  his  mother  and  Ultima,  with  the  life  he  lives  outside  the  house,  first 
introduced  on  the  riverbank  in  Chapter  Dos,  and  later  at  his  uncle's.  How,  if  at  all, 
do  these  two  worlds  overlap  or  intersect? 


□  Homework 


Read  Chapters  Sets,  Siete,  Ocho,  and  Nueve.  Ask  the  students  to  think  about  the 
role  of  religion  in  their  lives,  or  in  the  lives  of  people  to  whom  they  are  close. 
How  do  God  and  morality  shape  Antonio?  How  does  our  sense  of  God  and 
belief  in  what  is  right  and  wrong  shape  who  we  are? 


6  *  THE  BIG  READ 


National  Endowment  for  the  Arts 


FOCUS: 

Characters 


The  main  character  in  a  work  of  literature  is  called  the  "protagonist."  The 
protagonist  often  overcomes  a  weakness  or  ignorance  to  achieve  a  new 
understanding  by  the  works  end.  A  protagonist  who  acts  with  great  courage 
may  be  called  a  "hero."  A  protagonist  of  dubious  tenacity  and  questionable 
virtue  is  .in  "antihero."  Readers  often  debate  the  virtues  and  motivations  of 
the  protagonists  in  the  attempt  to  understand  whether  they  are  heroic.  The 
protagonists  journey  is  made  more  dramatic  by  challenges  presented  by 
characters  with  different  beliefs.  A  "foil"  provokes  the  protagonist  so  as  to 
highlight  more  clearly  certain  features  of  the  main  character.  The  most 
important  foil,  the  "antagonist,"  opposes  the  protagonist,  barring  or 
complicating  his  or  her  success. 

The  first  chapter  of  Bless  Me,  Ultima  sets  up  the  friction  between  Antonio's 
mothers  priorities  in  life  and  his  fathers  priorities.  We  expect  that  the  novel 
will  require  Antonio  to  choose  between  these  two  ways  of  life.  The  first 
chapter  introduces  Ultima  to  the  family,  and  her  influence  on  Antonio's  life. 

Ultimas  magic  and  her  natural  healing  stand  as  an  antagonist  to  Antonio's 
faith  in  the  church  and  the  sovereign  power  of  priests.  Narciso  models  a 
certain  kind  of  heroism  for  Antonio,  although  he  is  not  respected  because 
of  his  drinking.  When  Tenorio  asserts  himself  as  Ultima's  enemy,  his  vow  of 
revenge  establishes  a  new  antagonist  for  Antonio,  who  fervently  defends 
Ultima's  magic. 


Discussion  Activities 

What  does  Antonio  learn  from  his  brothers  and  the  boys  at  school  about  how  to 
become  a  man?  Why  might  they  be  incomplete  models  for  him? 

Distribute  Handout  Two.  Have  the  class  discuss  the  use  of  Spanish  in  the  novel  as  it 
reveals  important  information  about  certain  characters,  and  the  ability  of  Antonio's 
character  to  communicate  with  these  different  voices.  Why  is  Antonio  so 
intimidated  by  English  at  school?  How  does  language  shape  identity  in  this  book? 


Writing  Exercise 


Early  in  the  novel,  Ultima  tells  Antonio: "The  ways  of  men  are  strange,  and  hard  to 
learn"  (p.  25).  Choose  one  of  the  characters  from  the  novel  and  write  a  paragraph 
about  the  character  that  illustrates  what  Ultima  might  mean.  How  are  the  ways  of 
men  "strange"  and  why  are  they  hard  to  learn? 

Describe  someone  in  your  life  who  has  influenced  your  beliefs.  How  do  the  ideas 
of  this  person  work  with,  or  conflict  with,  the  influences  of  other  people  in  your 
life?  How  do  you  reconcile  any  conflicts  among  these  influences? 


[3  Homework 


Read  Chapter  Diez.  What  do  you  think  of  Ultima's  cure? 


National  Endowment  for  the  Arts 


THE  BIG  READ  •  7 


FOCUS: 

Figurative 
Language 


Writers  often  use  non-literal  language  to  invite  readers  to  visualize  events, 
view  internal  conflicts,  glimpse  social  themes,  or  grasp  abstract  concepts  like 
beauty,  truth,  or  goodness.  An  author  uses  figurative  or  non-literal  language 
to  stretch  our  imaginations,  challenging  us  to  decode  the  references  and 
meanings  bound  within  images,  similes,  metaphors,  and  symbols.  Such 
devices  require  a  reader  to  participate  actively  in  the  novel,  as  the  reader 
begins  to  (implicitly  or  explicitly)  interpret  non-literal  elements  of  the  tale. 

Sometimes  Anaya  describes  nature  as  beautiful  and  benevolent,  while  at 
other  times  it  is  frightening  and  dangerous.  This  language  can  reflect  a 
characters  mood,  or  foreshadow  events. 

Anaya  especially  favors  personification,  which  occurs  when  a  writer 
attributes  a  human  characteristic  to  a  concept  or  object: 

"[Ultima]  taught  me  to  listen  to  the  mystery  of  the  groaning  earth  and  to  feel 
complete  in  the  fulfillment  of  its  time.  My  soul  grew  under  her  careful  guidance  ...  I 
had  been  afraid  of  the  awful  presence  of  the  river,  which  was  the  soul  of  the  river" 
(p.  15). 

Here  is  a  vivid  image  from  Antonio's  dream  in  Chapter  Nueve: 

"I  cried  into  the  bleak  landscape  in  which  I  found  myself.  And  in  the  swirling  smoke 
a  flash  of  lightning  struck  and  out  of  the  thunder  a  dark  figure  stepped  forth"  (p.  71). 

Anaya  also  uses  similes  throughout  his  novel: 

"A  man's  destiny  must  unfold  itself  like  a  flower,  with  only  the  sun  and  the  earth  and 
water  making  it  blossom"  (p.  223). 


Discussion  Activities 

What  does  "groaning  earth"  convey?  How  might  a  curandera  view  our  relationship 
to  the  land?  Why  would  Anaya  choose  to  portray  the  world  with  human  traits? 


Writing  Exercise 

Ask  students  to  search  the  chapters  they  have  read  for  vivid  images.  Have  them 
write  a  paragraph  using  personification,  simile,  and  metaphor  to  describe  one  of 
those  images.  Ask  them  to  read  their  paragraphs  aloud.  Are  there  recurring 
examples  of  figurative  language?  What  deeper  meaning  does  this  repetition 
suggest? 


C3  Homework 


Read  Once,  Doce,  and  Trece.  Why  does  Antonio's  dream  at  the  end  of  Chapter 
Once  bring  him  peace? 


8  *  THE  BIG  READ 


National  Endowment  for  the  Arts 


FOCUS: 

Symbols 


Symbols  arc  interpretive  keys  to  the  text.  The  craft  of  storytelling  depends 
on  symbols  that  present  ideas  and  point  toward  new  meanings.  Most 
frequently,  a  specific  object  will  be  used  to  reference  (or  symbolize)  a  more 
abstract  concept.  The  repeated  appearance  of  an  object  suggests  a  non-literal 
or  figurative  meaning  attached  to  the  object  -  above  and  beyond  face  value. 
Symbols  are  often  found  in  the  novels  title,  at  the  beginning  and  end  of  the 
novel,  within  a  profound  action,  or  captured  by  the  name  or  personality  of  a 
character.  The  life  of  a  novel  is  perpetuated  by  generations  of  readers 
interpreting  and  re-interpreting  the  main  symbols  of  the  novel.  By  decoding 
symbols,  any  reader  can  reveal  a  new  interpretation  of  the  novel. 


Discussion  Activities  and  Writing  Exercise 

A  symbol  is  a  visible  object  or  action  that  suggests  additional  meanings.  Use  this 
class  period  to  analyze  three  major  symbols  in  8/ess  Me,  Ultima:  the  river,  Ultimas 
owl,  and  the  golden  carp. 

Ultima's  Owl 

"In  many  cuentos  I  had  heard  the  owl  was  one  of  the  disguises  a  bruja  took, 
and  so  it  struck  a  chord  of  fear  in  the  heart  to  hear  them  hooting  at  night.  But 
not  Ultimas  owl"  (p.  1 3). 

Antonio  dreams  about  Ultima's  owl  the  first  night  of  its  arrival. The  owl  cries  its 
warning  before  Lupito's  death  in  Chapter  Dos,  it  comforts  Antonio  on  his  first  day 
of  school  in  Chapter  Seis,  and  it  cries  out  to  Antonio  in  Chapter  Doce.  In  your 
students'  reading  tonight,  the  owl  will  blind  Tenorio  in  one  eye  (Chapter  Catorce). 
After  the  novel's  violent  climax,  Antonio  discovers  the  secret  of  the  owl's  power. 

The  River 

This  mysterious  river  often  figures  in  Antonio's  dreams.  It  also  functions  as  the 
venue  for  a  number  of  events  in  the  story:  Lupito  falls  in  the  river  after  his  death, 
Florence  drowns  in  the  river,  and  Antonio  witnesses  the  Golden  Carp.  How  does 
this  element  of  nature  symbolize  Antonio's  fears? 

The  Golden  Carp 

"I  could  not  believe  its  size.  It  was  bigger  than  me!  And  bright  orange!  The 
sunlight  glistened  off  his  golden  scales"  (p.  I  1 3). 

Anaya  creates  his  own  myth  in  the  legend  of  the  golden  carp.  Antonio  believes 
the  story,  but  cannot  reconcile  it  with  his  Catholicism,  confessing, "The  roots  of 
everything  I  had  ever  believed  in  seemed  shaken"  (p. 8 1). After  he  sees  the  carp's 
beauty  with  his  own  eyes  in  Chapter  Once,  he  wonders  if  a  new  religion  can  blend 
both  the  Golden  Carp  and  Catholicism. 


H  Homework 


Read  Chapter  Catorce.  Despite  the  differences  among  the  three  symbols  discussed 
in  this  lesson,  how  does  Anaya  use  them  in  crucial  moments  of  the  plot  to  probe 
Antonio's  anxieties,  doubts,  and  fears,  and  therefore  develop  his  character? 


National  Endowment  for  the  Arts 


THE  BIG  READ  •  9 


FOCUS: 

Character 
Development 


Novels  trace  the  development  of  characters  that  encounter  a  series  of 
challenges.  Most  characters  contain  a  complex  balance  of  virtues  and  vices. 
Internal  and  external  forces  require  characters  to  question  themselves, 
overcome  fears,  or  reconsider  dreams.  The  protagonist  undergoes  profound 
change.  A  close  study  of  character  development  maps  the  evolution  of 
motivation,  personality,  and  belief  in  each  character.  Still,  the  tension 
between  a  characters  strengths  and  weaknesses  keeps  the  reader  guessing 
about  what  might  happen  next,  affecting  the  drama  and  the  plot. 

Bless  Me,  Ultima  begins  with  Antonio  wondering  what  he  will  become, 
after  he  dreams  about  his  birth  and  the  fight  over  his  future.  The  hopes  that 
others  have  for  him  send  him  rushing  out  of  the  house:  "I  felt  a  cool  sweat 
on  my  forehead  and  I  knew  I  had  to  run,  I  had  to  clear  my  mind  of  the 
dream.  [...]  The  white  sun  and  fresh  air  cleansed  me"  (pp.  9-10).  We,  too, 
wonder  what  will  become  of  Antonio  as  we  read  the  novel,  and  the  plot  of 
this  book  is  the  story  of  his  characters  evolution. 

Discussion  Activities 

Chapter  Catorce  highlights  Antonio's  place  among  various  men  in  the  novel. 
Discuss  how  his  relationship  to  these  three  characters  changes  in  this  chapter: 

Andrew 

Has  Andrew  become  an  antagonist  for  Antonio  at  this  point?  What  has  become  of 
Andrew?  How  does  Andrew  fail  Antonio,  or  stand  in  his  way,  at  a  moment  of  crisis? 

Narciso 

How  does  our  perception  of  Narciso  change  in  this  chapter?  How  does  his  death 
affect  Antonio?  What  kind  of  hero  has  Narciso  become? 

Tenorio 

Tenorio  has  become  a  much  more  prominent  antagonist  in  the  novel. Why  is  he 
so  violently  driven  by  his  vow  of  revenge?  What  causes  Tenorio  to  suffer?  Do  you 
see  any  parallels  between  Tenorio's  and  Antonio's  grief,  or  do  they  suffer  for 
different  reasons? 


Writing  Exercise 

Return  to  Ultima's  earlier  assertion  that  the  ways  of  men  are  "strange  and  hard  to 
learn."  Write  a  paragraph  that  looks  back  at  this  question  from  the  end  of  Chapter 
Catorce.  What  has  Antonio  learned  since  the  beginning  of  the  novel?  Are  any  of  the 
ways  of  men  becoming  less  confusing  to  him?  Are  any  becoming  more  confusing? 


H  Homework 


Read  Chapters  Quince,  Dieciseis,  and  Diecisiete.  Review  the  essay  on  Catholicism  as 
supplemental  reading  to  the  narration  of  Antonio's  First  Communion.  What  is  the 
significance  of  this  ceremony  for  him? 


I  0  '  THE  BIG  READ  National  Endowment  for  the  Arts 


Lesson  Eight 


FOCUS: 

The  Plot 
Unfolds 


The  author  artfully  builds  a  plot  structure  to  create  expectations,  increase 
suspense,  and  inform  character  development.  The  timing  of  events,  from 
beginning,  to  middle,  to  end,  can  make  a  novel  predictable  or  riveting.  A 
plot,  propelled  by  a  crisis,  will  reach  a  climax,  and  close  with  a  resolution 
(sometimes  called  denouement).  Foreshadowing  and  flashbacks  allow  the 
author  to  defy  time  while  telling  the  story.  A  successful  atithor  will  keep  a 
reader  entranced  by  clever  pacing  built  within  the  tale,  sometimes 
confounding  a  simple  plot  by  telling  stories  within  stories. 

I  he  plot  of  Bless  Me,  Ultima  unfolds  episodically  and  the  tension  builds  as 
the  reader  wonders  howTenorio's  attempts  to  avenge  the  death  of  his 
daughter  will  play  out.  Many  events  in  the  novel  have  a  dramatic  impact  on 
Antonio.  His  initiation  into  the  often  cruel  world  of  adults  is  marked  by  his 
furtive  observation  of  Lupito's  murder,  his  first  day  of  school,  and  his 
discovery  of  Andrew  at  Rosies  house.  By  contrast,  his  summers  with 
Ultima  and  on  his  uncles'  farm  form  a  rhythm  of  peace  and  happiness  that 
counterbalances  the  discovery  of  awful  truths.  Antonio's  spiritual 
development  is  profoundly  affected  by  the  appearance  of  the  golden  carp, 
Ultima's  cure  of  his  uncle,  his  first  communion,  and  Narciso's  request  that 
Antonio  hear  his  confession  as  he  dies. 


Discussion  Activities 

Ask  students  to  consider  the  events  of  the  three  chapters  they  just  read.The 
death  of  Narciso  affects  Antonio  profoundly,  and  the  tension  increases  with  this 
murder.Then  the  brothers  return  but  leave  quickly,  this  time  taking  Andrew  with 
them.  Antonio  has  been  looking  forward  to  his  first  communion,  but  the 
ceremony  leaves  him  feeling  disappointed.  Invite  the  class  to  discuss  this  series  of 
events.  What  has  changed  after  the  murder  of  Narciso?  Do  we  feel  the  novel 
building  to  a  climax  at  this  point?  How  does  the  class  imagine  that  these  conflicts 
and  disappointments  will  be  resolved  in  the  end? 


Writing  Exercise 


A  few  events  occur  more  than  once.  Examples  of  these  patterns  include  Antonio's 
dreams,  Ultimas  healing  rituals, Antonio's  direct  encounters  with  death,  and  the 
arrival  and  departure  of  summer.  Select  one  of  these  repeating  events  and  write  a 
paragraph  that  compares  and  contrasts  two  or  three  instances. 


Q  Homework 


Read  Dieciocho,  Diecinueve,  and  Veinte.  Why  might  the  boys  insist  that  Antonio  play 
the  priest? 


National  Endowment  for  the  Arts 


THE  BIG  READ  •    |  | 


FOCUS: 

Themes  of 
the  Novel 


Profound  questions  raised  by  the  story  allow  the  character  (and  the  reader) 
to  explore  the  meaning  of  human  life,  and  extract  themes.  Themes 
investigate  topics  explored  for  centuries  by  philosophers,  politicians, 
scientists,  historians,  and  theologians.  Classic  themes  include  intellectual 
freedom  versus  censorship,  personal  moral  code  in  relation  to  political 
justice,  and  spiritual  faith  versus  rational  commitments.  A  novel  can  shed 
light  on  these  age-old  debates,  by  creating  new  situations  to  challenge  and 
explore  human  nature. 

Use  the  following  questions  to  stimulate  discussion  or  provide  writing 
exercises  in  order  to  interpret  the  novel.  Using  references  to  support  ideas, 
explore  the  ideas  Bless  Me,  Ultima  suggests  about  the  following: 


Discussion  Activities  and  Writing  Exercises 

Innocence  and  Knowledge 

Antonio  wonders  about  the  nature  of  innocence,  and  how  knowledge  affects  it. 
He  recognizes  that  knowledge  is  a  form  of  power: 

I  wondered  if  the  knowledge  I  sought  would  destroy  me.  But  it 
couldn't,  it  was  God's  knowledge — 

Did  we  ask  too  much  when  we  asked  to  share  His  knowledge? 
(p.  191) 

Is  it  better  to  be  innocent  or  to  have  knowledge,  if  comprehension  of  death, 
misery,  revenge,  and  anger  leads  to  pain?  Is  ignorance  bliss,  or  is  it  misery? 

Nature 

Antonio  is  powerfully  affected  by  the  natural  landscape.  His  emotions  are  linked  to 
the  sky  and  the  weather,  a  poetic  technique  known  as  pathetic  fallacy. What  do 
certain  symbols  in  nature  (the  river,  the  juniper  tree,  and  the  uncles'  farm)  suggest 
about  our  relation  to  the  natural  world?  Does  nature  seem  like  a  cruel, 
benevolent,  or  indifferent  force?  How  does  respect  or  irreverence  for  nature 
contribute  to  human  feelings,  and  how  does  this  emerge  in  the  story? 

Language  and  Identity 

Why  does  Antonio  believe  that  words  are  magic?  What  roles  do  curses,  vows, 
confessions,  and  prayers  play  in  the  lives  of  these  characters,  and  in  our  ability  to 
cope  with  suffering?  How  does  language  provide  comic  relief,  as  in  the  Christmas 
play?  What  does  the  novel's  use  of  Spanish  help  us  to  understand  about  the 
characters,  and  Antonio's  identity  among  them? 


CJ  Homework 


Finish  reading  the  novel,  Chapters  Veintiuno  and  Veintidos.  Where  does  the  end  of 
the  novel  leave  Antonio?  What  has  he  learned?  How  has  he  grown  older  or  wiser 
through  the  course  of  these  events? 


|  2  *  THE  BIG  READ 


National  Endowment  for  the  Arts 


Lesson  Ten 


FOCUS: 

What  Makes 
a  Great 
Book? 


Novels  illustrate  the  connections  between  individuals  and  questions  of 
humanity.  Great  stories  articulate  and  explore  the  mysteries  of  our  daily 
lives,  while  painting  those  conflicts  in  the  larger  picture  of  human  struggle. 
Readers  forge  bonds  with  the  story  as  the  writers  voice,  style,  and  sense  of 
poetry  inform  the  plot,  characters,  and  themes.  By  creating  opportunities 
for  learning,  imagining,  and  reflecting,  a  great  novel  is  a  work  of  art  that 
affects  many  generations  of  readers,  changing  lives,  challenging 
assumptions,  and  breaking  new  ground. 

Discussion  Activities 

Ask  students  to  make  a  list  of  the  characteristics  of  a  great  book.  Put  these  on 
the  board. What  elevates  a  novel  to  greatness?  Then  ask  them  to  discuss,  within 
groups,  other  books  they  know  that  include  some  of  the  same  characteristics. 
Do  any  of  these  books  remind  them  of  8/ess  Me,  Ultima? 

A  great  writer  can  be  the  voice  of  a  generation.  What  kind  of  voice  does  Anaya 
create  through  Antonio?  What  does  this  voice  tell  us  about  the  concerns  and 
dreams  of  children  and  adolescents?  What  does  this  voice  tell  us  about  the 
concerns  and  dreams  of  immigrants  and  first-generation  Americans? 

Divide  the  class  into  groups  and  have  each  one  choose  the  most  important  theme 
of  the  novel.  Have  a  spokesperson  from  each  explain  the  group's  decision.  Write 
these  themes  on  the  board.  Do  all  the  groups  agree? 


Writing  Exercise 


Select  one  or  two  things  that  have  changed  between  the  beginning  and  end  of 
the  novel.  For  example,  students  could  choose  a  character,  a  conflict,  or  our 
understanding  of  a  particular  theme.  Have  them  write  a  paragraph  that  discusses 
how  and  why  this  thing  has  changed  over  time,  and  then  discuss  what  they  think 
the  significance  of  this  change  might  be  for  Antonio,  and  for  the  reader. 


H  Homework 


Students  should  work  on  their  essays.  See  "Essay  Topics"  in  the  next  section. 
For  additional  questions,  see  the  Readers  Guides  "Discussion  Questions." Turn 
in  outlines  and/or  rough  drafts  for  the  next  class. 


National  Endowment  for  the  Arts  THE  BIG  READ  •   |  3 


The  discussion  activities  and  writing  exercises  in  this  guide  provide  you  with  possible  essay  topics, 
as  do  the  Discussion  Questions  in  the  Readers  Guide.  Advanced  students  can  come  up  with  their 
own  essay  topics,  as  long  as  they  are  specific  and  compelling.  Other  ideas  for  essays  are  provided 
here. 

For  essays,  students  should  organize  their  ideas  around  a  thesis  about  the  novel.  This  statement 
should  be  focused,  with  clear  reasons  supporting  its  conclusion.  The  thesis  and  supporting  reasons 
should  be  backed  by  references  to  the  text. 


1 .  On  page  1 23,  Antonio  says: 

"I  felt  more  attached  to  Ultima  than  to  my  own 
mother.  Ultima  told  me  the  stories  and  legends 
of  my  ancestors.  From  her  I  learned  the  glory 
and  the  tragedy  of  the  history  of  my  people, 
and  I  came  to  understand  how  that  history 
stirred  in  my  blood." 

Explain  how  Ultima  contributes  to  Antonio's 
ability  to  understand  an  identity  of  many 
heritages. What  does  he  learn  from  Ultima? 
What  does  she  teach  him  that  his  own 
relatives  cannot?  What  does  he  mean  when  he 
says  that  "the  glory  and  the  tragedy"  of  his 
peoples  history  stir  in  his  blood? 

2.  Anaya  has  written: 

The  beliefs  of  my  traditional  New  Mexican 
culture  are  grounded  in  the  Catholic  religion 
and  Spanish  folktales  from  the  Iberian  world. 
These  beliefs  are  influenced  by  cultural 
borrowings  from  the  Pueblo  Indian  way  of  life. 
This  culture  is  the  backdrop  for  the  novel.  It  is 
the  way  of  life  of  the  Nuevos  Mexicanos  that 
inspires  my  creativity.  But  a  novel  is  not  written 
to  explain  a  culture,  it  creates  its  own.  I  create 
stories,  so  the  reader  must  separate  realistic 
portrayals  of  the  culture  from  fiction  (Warner 
Books  trade  paperback,  page  x). 

Write  an  essay  that  discusses  the  ways  this 
novel  portrays  a  world  of  its  own,  one  that 
borrows  from  real  culture  and  history. 


On  page  44,  Antonio  says  there  was  no  saint 
he  loved  more  than  theVirgen  de  Guadalupe. 
In  his  attempt  to  explain  why  this  icon  is  so 
important  to  him,  he  says:  "God  was  not  always 
forgiving.  He  made  laws  to  follow  and  if  you 
broke  them  you  were  punished. The  Virgin 
always  forgave. 

"God  had  power.  He  spoke  and  the  thunder 
echoed  through  the  skies. 

"The  Virgin  was  full  of  a  quiet,  peaceful  love.  [...] 

"But  He  was  a  giant  man,  and  she  was  a 
woman.  She  could  go  to  Him  and  ask  Him  to 
forgive  you.  Her  voice  was  sweet  and  gentle 
and  with  the  help  of  her  Son  they  could 
persuade  the  powerful  Father  to  change  His 
mind." 

As  you  think  about  the  male  and  female 
characters  in  the  novel,  how  does  this  passage 
help  explain  the  role  that  gender  plays  in 
Antonio's  life? 

Write  an  essay  in  which  you  analyze  and 
discuss  the  character  of  Ultima. What  does  she 
mean  when  she  tells  Antonio  that  the  owl  is 
her  spirit,  her  "bond  to  the  time  and  harmony 
of  the  universe"  (p.  260)?  What  does  she  seem 
to  know  that  others  do  not  know?  What  does 
she  want  for  Antonio,  and  how  does  she  help 
him  cope  with  problems? 


|  4  *  THE  BIG  READ 


National  Endowment  for  the  Arts 


Teachers  may  consider  the  ways  in  which  these  activities  may  be  linked  to  other  Big  Read 
community  events.  Most  of  these  projects  could  be  shared  at  a  local  library,  a  student  assembly, 
or  a  bookstore. 


1 .  Research  the  history  of  New  Mexico,  with 
special  attention  to  the  movement  of  various 
peoples  in  and  out  of  the  state.  Create  a 
multimedia  (text,  images,  music)  presentation  of 
this  history  to  display  in  a  library  or  town  hall. 

2.  Identify  and  research  the  attraction  of  New 
Mexico  to  various  artists,  including  Anaya,  D.H. 
Lawrence,  and  Georgia  O'Keeffe.  Prepare 
posters  that  present  their  lives  and  works  in 
the  context  of  their  time  in  New  Mexico,  and 
have  students  create  paintings  or  stories  that 
imitate  the  style  of  these  artists  or  writers. 
Hold  a  sidewalk  art  fair  and  invite  the 
community. 

3.  Identify  some  of  the  representations  of 
Mexican-Americans  today,  both  in  the  national 
media  and  locally  in  your  community.  Have 
groups  of  students  each  select  one  of  these 
representations  and  prepare  a  short  speech 
discussing  the  explicit  and  implicit  messages 
about  Mexican-Americans  conveyed  by  this 
reference,  and  then  invite  the  community  to  a 
town  meeting  where  the  students  give  their 
presentations  and  lead  a  discussion  about 
contemporary  attitudes  toward  Latinos  in  local 
and  national  culture. 

4.  Have  the  students  write  a  play  or  scene  that 
addresses  some  aspect  of  religious  or  spiritual 
conflict  they  see  at  work  today,  either  globally 
or  locally.  Have  them  perform  the  scene  or  play 
for  the  community,  and  then  lead  a  discussion 
about  the  various  roles  religion  and  spirituality 
play  for  them. 


5.  Have  students  research  some  of  the  herbs  and 
plants  mentioned  in  the  novel,  both  as  features 
of  the  New  Mexican  landscape  and  as  elements 
of  traditional  healing  methods.  Students  can 
present  their  findings  as  a  poster  session,  open 
to  the  community.  If  possible,  introduce  a  local 
healer  or  shaman  to  the  class  and  invite  that 
person  to  give  a  talk  at  the  poster  session 
about  contemporary  natural  healers. 

6.  Re-read  the  myth  of  the  Golden  Carp  that 
Samuel  tells  Antonio  in  Chapter  Nueve,  and  the 
prophecy  that  Cico  tells  Antonio  in  Chapter 
Once.  The  power  of  the  myth  and  Antonio's 
vision  of  the  Golden  Carp  force  him  to 
question  his  faith  in  the  singular  God  of 
Catholicism.  Write  your  own  myth  about  an 
event  of  breathtaking  beauty.  Focus  on  your 
skills  of  descriptive  writing  to  make  your 
reader  believe  that  this  phenomenon  could 
really  be  divine.  What  is  the  backstory  that 
explains  this  beautiful  event?  Does  the  story 
address  any  issues  of  sin,  justice,  fear, 
punishment,  or  redemption?  Share  the  myths 
with  a  senior  group  or  a  local  book  club. 

7.  Write  a  short  story  set  in  the  future,  after 
Antonio  has  become  an  adult  Imagine  who 
Antonio  is  at  that  time  and  how  he  would  react 
to  circumstances.  Is  he  a  priest,  a  farmer,  a 
writer,  a  healer,  a  soldier,  or  something  else? 
Where  does  he  live?  Use  flashbacks  and 
memories  that  recall  the  time  of  the  novel  to 
help  explain  why  you  think  this  future  is  right  for 
him.  Present  the  stories  at  a  local  Big  Read 
event. 


National  Endowment  for  the  Arts 


THE  BIG  READ  •    |  5 


^m 


HANDOUT  ONE 


New  Mexican  Catholicism 


Throughout  Bless  Me,  Ultima,  Antonio,  a  devout 
Catholic  boy,  contemplates  life  as  a  priest.  While 
regularly  praying,  he  begins  his  formal  religious 
training  in  preparation  for  his  First  Communion. 
The  Catholic  faith,  with  its  intricate  doctrine  and 
practices,  plays  an  integral  role  in  Antonio's  story. 

One  of  the  largest  and  oldest  institutions  in  the 
world,  the  Roman  Catholic  Church  dates  to  Peter 
the  Apostle  in  the  first  century  A.D.  According  to 
the  gospels,  Jesus  entrusted  Peter  with  the  "keys  of 
the  kingdom"  and  gave  him  special  authority  to 
govern  the  Church.  At  the  end  of  the  fifteenth 
century,  Pope  Alexander  VI  issued  a  series  of  papal 
bulls,  or  letters,  concerning  the  conversion  of  the 
people  of  the  Americas  from  their  native  religions 
to  Catholicism. 

In  what  would  later  become  Mexico  and  the 
southwestern  United  States,  Spanish  priests  of 
the  Franciscan  Order  established  missions  in  the 
sixteenth  century  to  spread  the  teachings  of  the 
Catholic  Church  to  the  indigenous  peoples. 
While  many  of  the  native  peoples  converted,  they 
maintained  some  of  their  ancient  beliefs.  Native 
practices  would  come  to  intermingle  with 
Catholicism. 

The  Church  grants  special  authority  to  the  pope, 
his  bishops,  and  their  priests,  since  they  belong  to 
the  legacy  of  Jesus'  apostles.  Catholicism  is  based 
on  the  belief  in  the  Holy  Trinity:  the  Father  (God), 
the  Son  (Jesus),  and  the  Holy  Spirit.  The  Holy 
Trinity  is  the  central  mystery  of  the  Christian  faith. 

Catholics  believe  in  Seven  Sacraments,  viewing 
them  as  signs  of  grace  and  gifts  of  God.  The 
Sacraments  parallel  the  phases  of  life:  birth, 
adolescence,  marriage,  and  preparation  for  death. 
In  Catholicism  they  are  Baptism,  Reconciliation 


(Confession),  Eucharist,  Confirmation,  Holy 
Orders,  Matrimony,  and  Anointing  of  the  Sick. 
A  young  person  is  initiated  into  the  Catholic 
Church  through  Baptism,  usually  in  infancy, 
which  absolves  one  of  original  sin.  Children 
at  age  seven  or  eight  participate  in  their  First 
Communion,  where  they  receive  the  Eucharist 
for  the  first  time.  In  the  Eucharist,  the  body  and 
blood  of  Jesus  Christ  are  present  in  the  forms 
of  consecrated  bread  and  wine,  which  Catholics 
eat  and  drink  during  Communion  at  Mass.  In 
adolescence,  a  Catholic  is  "confirmed"  by  willfully 
accepting  the  Catholic  faith  and  its  traditions 
and  rituals.  As  a  young  Catholic  matures,  it 
is  important  to  demonstrate  moral  fortitude 
and  commitment  to  Catholic  ideals  by  doing 
good  works.  A  strong  faith  means  not  only 
understanding  the  religious  tenets  of  Catholicism, 
but  also  acting  to  reflect  those  beliefs. 

Antonio,  as  he  learns  more  about  his  faith, 
questions  what  these  tenets  mean.  He  is  further 
challenged  by  what  appears  to  be  supernatural  — 
the  Golden  Carp,  Ultima's  owl,  and  Tenorio's 
daughters.  Still,  we  see  the  Sacraments  infused 
into  Bless  Me,  Ultima  when  Antonio  devotes 
himself  to  attending  catechism  and  preparing  for 
his  First  Communion. 

Prior  to  receiving  this  sacrament  he  must  take  part 
in  Reconciliation,  where  he  confesses  his  sins,  is 
absolved  by  the  priest,  and  does  penance.  On  several 
occasions  in  the  novel  Antonio  becomes  a  surrogate 
priest  "absolving"  the  sins  of  Narciso  and  playing 
priest  to  the  children  in  his  class.  He  later 
participates  in  his  First  Communion,  where  he 
receives  the  Eucharist.  Antonio's  spiritual  maturity  is 
hastened  both  by  the  tragic  events  he  witnesses  and 
the  supernamral  elements  to  which  he  is  exposed. 


|  6  *  THE  BIG  READ 


National  Endowment  for  the  Arts 


HANIXH'T  IAXO 


The  Spanish  Language  and  the  Magic  of  Words 


1  anguage  plays  an  important  role  in  Antonio's  life. 
\s  he  learns  to  read  and  write  in  school,  he  comes 
ro  believe  that  language  has  magic  "There  was 
magic  in  the  letters,  and  1  had  been  easier  to  learn 
the  secret"  (p.  76).  The  magic  they  promise  is  that 
of  wisdom  and  knowledge,  and  Antonio  hopes  that 
words  will  reveal  to  him  the  mysteries  or  the  world 
beyond  his  narrow  experience  and  help  shepherd 
his  quest  for  understanding. 

Antonio  must  operate  in  two  linguistic  worlds. 
Spanish  is  the  language  of  his  home  and  family,  as 
well  as  his  early  understanding  of  religion,  nature, 
and  identity.  But  when  he  goes  to  school,  the 
teacher  calls  him  Anthony  instead  of  Antonio.  He 
must  learn  to  speak,  read,  and  write  in  English. 
This  language  barrier  makes  him  feel  alienated  and 
lonely  at  first,  until  he  makes  friends  with  the  other 
Spanish-speaking  boys.  For  Antonio,  English 
represents  the  larger  American  world.  Rill  of  both 
excitement  and  confusion. 

The  many  instances  of  Spanish  vocabulary  and 
dialogue  in  the  novel  illustrate  the  blending  of  two 
languages  in  Antonio's  life.  Anaya's  use  of  Spanish 
alongside  English  helps  to  define  certain  characters 
and  emphasize  certain  ideas  and  expressions,  which 
defy  translation.  For  readers  who  do  not  speak 
Spanish,  the  foreign  dialogue  can  make  reading  the 
novel  confusing  or  obscure,  creating  the  same 
feelings  of  alienation  that  Antonio  feels  when  he  is 
introduced  to  English  at  school. 

A  Spanish  Glossary 

abuelo:  grandfather 

arroyo:  stream  or  brook 

ave  maria purisima:  a  prayer  meaning,  "Hail, 
purest  Mary" 


bruja:  witch 

changp:  common  term  used  to  describe  a  young 
boy,  as  in  "pal"  or  "buddy" 

jChinga  tu  madrel:  a  curse  meaning,  "Damn 
your  mother!" 

curandercL  spiritual  healer  who  uses  herbs  and 
traditional  healing  techniques  -  inherited  from  the 
Indian  cultures  of  Mesoamerica 

el  Diablo:  the  Devil 

encanto:  charm,  spell,  or  enchantment 

La  Grande:  a  title  of  respect  granted  to  Ultima, 
meaning  "The  Great  Lady" 

hechicera:  sorceress 

hijo  I  hijos  I  hijitos:  son  /  children  /  little  children 

el  hombre  volador:  the  flying  man 

el  llano:  the  open  plain,  a  flat  land  used  for  raising 
cattle  and  keeping  horses 

la  luna:  the  moon 

el  mar:  the  sea  (the  name  Marez  derives  from 
this  word) 

jMadre  de  Diosl:  Mother  of  God! 

;Mira!:  Look! 

muerte:  death 

una  mujer:  a  woman 

pecado:  sin 

jQuepasa  aqui?:  What's  going  on  here? 

suerte:  fate,  destiny,  chance,  fortune,  or  luck 

Te  voy  a  mater:  I  will  see  you  die 

la  tristesa  de  la  vida:  the  sorrow  of  life 

la  vieja:  the  old  woman 


National  Endowment  for  the  Arts 


THE  BIG  READ  •    |  7 


HANDOUT  THREE 


The  Land  of  Enchantment 


For  centuries  New  Mexico,  known  as  the  Land  of 
Enchantment,  has  drawn  travelers  and  senders  from 
all  directions.  The  cultures  of  Native  Americans 
and  Spanish  Catholics  who  arrived  in  the  sixteenth 
century  often  conflicted.  Later,  this  clash  of 
cultures  was  further  complicated  by  the 
introduction  of  .Anglos,  who  journeyed  west  after 
New  Mexico  became  an  American  territory  in 
1 850.  Although  these  disparate  peoples  inevitablv 
adopted  new  ways  of  living  from  each  other,  they 
also  struggled,  sometimes  violendy,  to  protect  their 
freedom,  language,  and  sovereign  traditions.  Thev 
often  fought  over  land  and  religion.  At  other  times, 
native  peoples,  Spanish,  and  Anglos  coexisted 
peacefully  and  harmoniously. 

Indigenous  peoples  have  been  living  in  the 
southwest  for  thousands  of  years.  The  Pueblo 
Indians  of  northern  New  Mexico  setded  villages  of 
small  stone  dwellings  in  what  we  now  call  the  Four 
Corners  region  (where  Arizona.  New  Mexico, 
Colorado,  and  Utah  converge).  These  villages 
irrigated  the  land,  tended  crops,  raised  fowl,  made 
potterv  and  woven  baskets,  and  fashioned 
sophisticated  tools  from  stone.  Their  lives  and  an 
were  intimately  connected  with  the  seasons  and 
resources  of  the  land.  The  Navajo  people  traveled 
along  trade  routes,  exchanging  maize  and  cotton 
for  bison  and  other  materials.  The  Navajo  believe 
that  life  itself  is  connected  to  the  land,  and  that  a 
balance  between  earth,  sky,  and  spiritual  people  is 
the  source  of  life.  All  living  things  share  a  common 
connection  among  their  inner  spirit,  and  this 
connection  gives  order  to  the  world. 

The  freedom  to  roam  the  land  is  an  essential  aspect 
of  their  well-being,  and  as  an  expression  of  their 
reverence  for  the  land  as  a  sacred  being  underscores 


the  independence  of  the  Navajo  people,  who 
retained  much  of  their  culture  after  the  arrival  of 
the  conquistadors.  When  the  Spanish  brought 
sheep  and  horses  up  from  Mexico,  the  Navajo 
people  quickly  adopted  them  for  their  own 
purposes.  The  ranchers  and  nomadic  tribes  came 
to  share  a  love  and  respect  fot  horses  and  the  open 
land,  the  llano.  We  see  this  balance  of 
independence  and  respect  for  the  land  among  the 
Spanish  vaqueros,  the  cowboys  whose  legacy  of 
tough-willed  independence  survives  in  our 
imaginations  todav. 

From  the  native  peoples  the  Spanish  adopted  the 
curandera,  a  spiritual  healer  who  uses  herbs  and 
plants  to  cure  the  sick.  The  curandera  preserves 
ancient  traditions  handed  down  from  one 
generation  to  the  next  through  personal  teaching 
and  oral  tradition.  The  curandera  is  a  kind  of 
shaman,  a  person  of  insight  and  sensitivity  who 
learns  the  healing  arts  from  a  master  teacher,  often 
a  relative  or  a  distinguished  person  of  wisdom  and 
age  in  the  community.  Rituals  include  steeping 
herbs  in  water  to  prepare  special  teas,  or  mashing 
herbs  into  a  compress  to  heal  wounds.  Because  the 
Spanish  adopted  these  healing  traditions  from  the 
Native  Americans,  the  curandera  also  represents  the 
point  of  intersection  where  culture  was  exchanged 
and  shared  by  people  of  different  religions.  From 
their  indigenous  ancestors.  New  Mexicans 
inherited  not  only  a  reverence  for  the  great  spirit 
that  unites  all  living  things  on  earth,  but  also  a 
desire  to  know  this  spirit  intimatelv.  The  work  of 
the  curandera  acknowledges  the  spiritual 
connections  among  plants,  earth,  people,  and 
dreams,  weaving  a  tapestry  of  mystery  and  sacred 
magic  that  remains  important  to  New  Mexicans  to 
this  day. 


I  8  *  THE  BIG  READ  National  Endowment  for  the  Arts 


leacl;  in 


Books 

Augenbraum.  Harold  and  Ulan  Stavans,  eds.  Growing  Up 
Latino:  Memoirs  and  Stones.  Boston:  Houghton  Mifflin,  1993. 

Baeza.Abelardo.  Man  ofAztlan.A  Biography  of  Rudolfo  Anaya. 
Austin:  Eakin  Press.  200 1 . 

Gonzalez.  Ray.  ed.  Muy  Macho:  Latino  Men  Confront  Their 
Manhood.  New  York:  Anchor  Books.  1996. 

Hoxie,  Frederick  E..  Peter  C.  Mancall  and  James  H.  Merell, 
eds.  American  Nations:  Encounters  in  Indian  Country,  1850  to 
the  Present  New  York:  Routledge.  2001 . 

McBrien,  Richard  P.  general  ed.  and  Harold  W.Attridge 
. .  .[et  al.],  associate  eds.  The  HarperCollins  Encyclopedia  of 
Catholicism.  New  York  HarperCollins.  1995. 

Meyer,  Michael  C,  William  L  Sherman  and  Susan  M.  Deeds. 
The  Course  of  Mexican  History.  New  York:  Oxford  University 
Press,  2003. 

Olmos,  Margarite  Fernandez.  Rudolfo  A.  Anaya: A  Critical 
Companion.  Westport,  CT:  Greenwood  Press,  1 999. 


Web  sites 

Rudolfo  Anaya: 

http://www.gale.com/free_resources/chh/bio/anaya_r.htm 
Profile  of  the  author  from  Thomson-Gale  resources 

Catechism  of  the  Catholic  Church: 
http://www.vatican.va/archive/catechism/ccc_toc.htm 
The  Vatican's  official  publication  of  Catholic  doctrine 

New  Mexican  History: 

http://www.newmexico.org/go/loc/about/page/about- 

history.html 

The  New  Mexico  Tourist  Board: 
http://www.newmexicohistory.org/home_html.html 
New  Mexico  Office  of  the  State  Historian 

American  Memory  from  the  Library  of  Congress: 
http://memory.loc.gov/ammem/browse/index.html 
Large  database  of  photographs  with  documentation  of 
Native  American  life  and  the  landscape  of  the  Southwest  in 
the  early  20th  century 


National  Endowment  for  the  Arts 


THE  BIG  READ  •    |  9 


National  Council  of  Teachers  of  English  (NCTE)  Standards' 


1 .  Students  read  a  wide  range  of  print  and  non- 
print  texts  to  build  an  understanding  of  texts, 
of  themselves,  and  of  the  cultures  of  the  United 
States  and  the  world;  to  acquire  new 
information;  to  respond  to  the  needs  and 
demands  of  society  and  the  workplace;  and  for 
personal  fulfillment.  Among  these  texts  are 
fiction  and  nonfiction,  classic  and  contemporary 
works. 

2.  Students  read  a  wide  range  of  literature  from 
many  periods  in  many  genres  to  build  an 
understanding  of  the  many  dimensions  (e.g., 
philosophical,  ethical,  aesthetic)  of  human 
experience. 

3.  Students  apply  a  wide  range  of  strategies  to 
comprehend,  interpret,  evaluate,  and  appreciate 
texts.They  draw  on  their  prior  experience, 
their  interactions  with  other  readers  and 
writers,  their  knowledge  of  word  meaning  and 
of  other  texts,  their  word  identification 
strategies,  and  their  understanding  of  textual 
features  (e.g.,  sound-letter  correspondence, 
sentence  structure,  context,  graphics). 

4.  Students  adjust  their  use  of  spoken,  written, 
and  visual  language  (e.g.,  conventions,  style, 
vocabulary)  to  communicate  effectively  with  a 
variety  of  audiences  and  for  different  purposes. 

5.  Students  employ  a  wide  range  of  strategies  as 
they  write  and  use  different  writing  process 
elements  appropriately  to  communicate  with 
different  audiences  for  a  variety  of  purposes. 


6.  Students  apply  knowledge  of  language  structure, 
language  conventions  (e.g.,  spelling  and 
punctuation),  media  techniques,  figurative 
language,  and  genre  to  create,  critique,  and 
discuss  print  and  non-print  texts. 

7.  Students  conduct  research  on  issues  and 
interests  by  generating  ideas  and  questions,  and 
by  posing  problems.They  gather,  evaluate,  and 
synthesize  data  from  a  variety  of  sources  (e.g., 
print  and  non-print  texts,  artifacts,  people)  to 
communicate  their  discoveries  in  ways  that  suit 
their  purpose  and  audience. 

8.  Students  use  a  variety  of  technological  and 
information  resources  (e.g.,  libraries,  databases, 
computer  networks,  video)  to  gather  and 
synthesize  information  and  to  create  and 
communicate  knowledge. 

9.  Students  develop  an  understanding  of  and 
respect  for  diversity  in  language  use,  patterns, 
and  dialects  across  cultures,  ethnic  groups, 
geographic  regions,  and  social  roles. 

1 0.  Students  whose  first  language  is  not  English 
make  use  of  their  first  language  to  develop 
competency  in  the  English  language  arts  and  to 
develop  understanding  of  content  across  the 
curriculum. 

I  I .  Students  participate  as  knowledgeable, 

reflective,  creative,  and  critical  members  of  a 
variety  of  literacy  communities. 

1 2.  Students  use  spoken,  written,  and  visual 
language  to  accomplish  their  own  purposes 
(e.g.,  for  learning,  enjoyment,  persuasion,  and 
the  exchange  of  information). 


*This  guide  was  developed  with  NCTE  Standards  and  State  Language  Arts  Standards  in  mind.  Use  these  standards  to  guide  and  develop 
your  application  of  the  curriculum. 


20  *  THE  BIG  READ 


National  Endowment  for  the  Arts 


N  AT  IONAL 
ENDOWMENT 
FOR  THE  ARTS 


There  are  so  many  dreams  to 
be  fulfilled,  but  Ultima  says  a 
man's  destiny  must  unfold  itself 
like  a  flower,  with  only  the  sun 
and  the  earth  and  water  making 
it  blossom." 

— RUDOLFO  ANAYA 
Antonio  in  Bless  Me,  Ultima 


The  Big  Read  is  an  initiative  of  the  National  Endowment 
for  the  Arts  designed  to  restore  reading  to  the  center  of 
American  culture.  The  NEA  presents  The  Big  Read  in 
partnership  with  the  Institute  of  Museum  and  Library 
Services  and  in  cooperation  with  Arts  Midwest.  The  Big 
Read  brings  together  partners  across  the  country  to 
encourage  reading  for  pleasure  and  enlightenment. 

A  great  nation  deserves  great  art. 


'•>:•   ■  .INSTITUTE  al      ,  ., 

•vi.  Museum*ndLibrary 


The  Big  Read  for  military  communities  is  made  possible  by