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PIN US ON PINTEREST Travel The Pass ©

Copper
Canyon
Generally, the south
of Mexico has
abundant water
and the northern
part of the country is
mainly desert. However, you’ll be surprised
to learn that Basaseachi,
which in the Raramuri language means “the waterfall
or coyote place,” is home to the
country’s two highest waterfalls:
Piedra Bolada, with a free fall of
1,640 feet and Basaseachi, with 885
feet.

According to legend, before the Spaniards arrived in Mexico, King Candameña was the ruler
of the high Tarahuamara Sierra. The King was
very protective of his beautiful daughter, Basaseachi. Candameña imposed on her suitors a seher hand. His last test was so tough that all the
potential husbands died and the desolate Basaseachi jumped into the abyss. A local witch transformed her fall into a beautiful waterfall that can
be visited today. Rumor has it that Candameña
still lurks around the area looking for the body of
his beloved daughter. In addition to the imposing
waterfalls, Basaseachi Waterfalls National Park
is famous for its thick forests of pine and live
oak trees growing on the high mountains. This
in their natural environment. You might spot eagles, woodpeckers, wild turkeys, pumas, deer
and foxes. As you venture deeper into the forest
you might come across lynx, jaguars, raccoons,
otters and wild boars. Bring your telephoto lens.
The brilliant scenery and open sky will make you
think twice about going back to what is called
“civilization.”

Welcome to the majestic heights k nown as Las Barrancas del Cobre.
These canyons are longer and deeper than the Grand Canyon in Arizona
their mighty walls conceal remarkable legends, traditions and surprises.

The Tarahumara are believed to be descended from the Mogollon culture. The Rarámuri were introduced to the Spanish in the 1500s, and
the Spanish called them the Tarahumara. By the early 17th century, the
Spanish had established mines in Tarahumara territory and made some
slave raids to obtain workers for the mines. Jesuit Juan Fonte established a mission, San Pablo Balleza, at the southern end of Tarahumara
territory, expanding from missionary work with the Tepehuan to the
south. The Tepehuan’s violent resistance to Spanish incursion in 1616
killed Fonte and closed the mission for over a decade. The discovery
of the mines of Parral, Chihuahua, in 1631 increased Spanish presence
in Tarahumara lands, bringing more slave raids and Jesuit missionaries.
Missions were established at Las Bocas, Huejotitlan, San Felipe and
Satevo. In 1648, the Tarahumara waged war against the Spanish. They
gathered at Fariagic and then destroyed the mission of San Francisco
de Borja. Two of the leaders of this attack were captured by the Spanish and executed. Shortly afterward, the Spanish established Villa de
Aguilar in the heart of the upper Tarahumara country. From then on, the
the Tarahumara split into two groups. Those in the lower missions con-

ELAZTECA

FOR EDUCATORS BY EDUCATORS

tinued to move into the general
Christian population and largely
lost their tribal identity. Those in
the upper areas went to war under the leadership of Tepórame
and others, driving the Jesuits
and Spanish settlers from the
area. The Jesuits returned in the
1670s and baptized thousands
of Tarahumara, but these people retained a separate identity.
From 1696 to 1698, the Tarahumara again waged war against
the Spanish, but were defeated.
In 1767 the Jesuits were expelled in Spanish territories then
reestablished the missions in the
early 20th century.

e/i

ELL teacher with opportunities for collaboration with language
arts, social studies
and performing arts
teachers

■ The SWChronicle EDU© TEACHER LESSON PLAN

versions of Cinderella, ESL students will practice
their reading, writing, oral, and technology skills.
They will also recognize that many cultures share
the same stories and folk tales but infuse them
ture. Nevertheless, folk tales communicate many
of the same lessons and themes regardless of their

1. Distribute copies of Cinderella Penguin or the Little Glass Flipper and
then read aloud the story. Discuss the story with the class. Ask questions
such as: Have you ever heard this story? Is there a similar story in your
culture? Tell us about it. List these on the board with name and country.

2. Ask students to consider: Why is the Cinderella story so widespread
and well-known in so many different versions?
3. Have students discuss folktales from their native countries.
4. Discuss various beginnings and endings. Have the students write
their own version of the story’s ending.

1. Have students share their story endings with the class. Review and edit
students’ work and then provide them with the opportunity to revise their

1. Begin to take students through an exploration of Cinderella from
literature to music, using opera or ballet selections as examples. Play a CD

2. Have the students complete a music response. Tell the students to
draw a picture of what they hear or imagine while they listen to the
prologue of the ballet. Display students’ work on the board and have
each student explain their drawing and its relationship to the story.

Teachers should be familiar with a variety of versions of the traditional folktale Cinderella, particularly the versions from their
students’ home countries. Cinderella is a folk tale embodying a myth-element of unjust oppression/triumphant reward. Thousands
of variants are known throughout the world. The title character is a young woman living in unfortunate circumstances, that are
suddenly changed to remarkable fortune. The oldest documented version comes from China, and the oldest European version
later by the Brothers Grimm in their folk tale collection Grimms’ Fairy Tales.

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The Southwest Chronicle Edu© Since 2008

Connecting to History
and Culture

Understanding Genres,
Applying Vocabulary,
Comparing Styles
Social and CrossCultural Skills

Printable

Vocabulary
Folktale Research

Technology

1 Computer per Learner
1 Computer per group
Television / Speakers
VCR / DVD Player
Mobile Media Player
Throughout the nation, standards
of learning are being revised, published and adopted. During this
time of transition, we will continually add connections to the Common Core, Next Generation Science
standards and other standards to our
existing lessons, in addition to the
previous versions of the National
Standards across the subject areas.