The Only Road
Written by Alexandra Diaz
Published in 2016 by Simon & Schuster
Grades 4 and up
ISBN 9781 481457507
Book Review
The Only Road presents a different perspective on
illegal immigration. A Pura Belpre Honor Book, The Only Road is highly recommended. The story focuses on two young
cousins, Jaime and Angela, who must leave their homeland of Guatemala behind or
risk becoming part of a dangerous gang. While their families help them get
started on their journey to freedom in the United States, it is really up to
the two youngsters to make it happen. On their journey, the cousins learn just
how much internal strength they both have. The story presents a sympathetic
view of why people risk their lives to immigrate illegally to the United
States. It also offers a glimpse into the diversity of cultures in Latin
American. Librarians and teachers will
want to add this to their collection for the perspective the book adds. It will
certainly need to be a part of any discussion about immigration. Highly recommended.
Teaching Ideas/Invitations for Your Classroom
Developing Background Knowledge (English)
Collaborate with an English teacher. Using the library databases, help the teacher locate resources on Guatemela and Mexico. Share the information with the students, including information about the culture, location, and politics. Students should compare the two countries to their own lives in the United States.
SOL 8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction and poetry. l) Use prior and background knowledge as a context for new learning.
Language Lessons (Spanish)
Work with a Spanish teacher. Using the library's databases, look for resources that will help translate Spanish to English (and vice versa). Start with the phrases included in the back of the book before moving to an investigation of different Spanish dialects in Latin America. Look into the issue of language and culture. Do we make judgements about people based on how they speak or the dialect they use? Consider this in the context of the story as well.
SOL SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking cultures studied and the United States.
Mapping the Trip (Geography)
Students will recreate the movement of Jaime and Angela from Guatemala through Mexico and finally to the United States. Help the students and teachers locate maps and other resources that will assist them in tracking the movement of the characters. Students will need to use descriptions in the book to figure out where the characters are.
SOL WG The student will use maps, globes, satellite images, photographs or diagrams to b) apply the concepts of location, scale, map projection or orientation.
Immigration (History)
Consider the history of our country in collaboration with a history teacher. Look at the issue of immigration. Using library resources, look into trends of immigration to the United States. What large groups immigrated at different times and why? How were these groups treated on arrival? How have people's attitudes towards immigrants changed (or not) over time?
SOL GOVT 19 The student will explain the meaning of citizenship in the United States and how it relates to American civic life by d) recognizing that noncitizens can become citizens.
Art & Storytelling(Fine Arts)
Two of Jaime's most prized possessions are his pencils and drawing journal. If possible, work with an art teacher to investigate the concept of art as a form of storytelling. Using the library's database, look for websites and/or blogs that highlight the power of art to tell a story. Reconnect this to how Jaime used his artistic talent to express himself. How does he use art to connect to other people?Have students create a form of art to express their story.
SOL AII.13 The student will examine and discuss social, political, economic and cultural factors that influence works of art and design.
Developing Background Knowledge (English)
Collaborate with an English teacher. Using the library databases, help the teacher locate resources on Guatemela and Mexico. Share the information with the students, including information about the culture, location, and politics. Students should compare the two countries to their own lives in the United States.
SOL 8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction and poetry. l) Use prior and background knowledge as a context for new learning.
Language Lessons (Spanish)
Work with a Spanish teacher. Using the library's databases, look for resources that will help translate Spanish to English (and vice versa). Start with the phrases included in the back of the book before moving to an investigation of different Spanish dialects in Latin America. Look into the issue of language and culture. Do we make judgements about people based on how they speak or the dialect they use? Consider this in the context of the story as well.
SOL SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish-speaking cultures studied and the United States.
Mapping the Trip (Geography)
Students will recreate the movement of Jaime and Angela from Guatemala through Mexico and finally to the United States. Help the students and teachers locate maps and other resources that will assist them in tracking the movement of the characters. Students will need to use descriptions in the book to figure out where the characters are.
SOL WG The student will use maps, globes, satellite images, photographs or diagrams to b) apply the concepts of location, scale, map projection or orientation.
Immigration (History)
Consider the history of our country in collaboration with a history teacher. Look at the issue of immigration. Using library resources, look into trends of immigration to the United States. What large groups immigrated at different times and why? How were these groups treated on arrival? How have people's attitudes towards immigrants changed (or not) over time?
SOL GOVT 19 The student will explain the meaning of citizenship in the United States and how it relates to American civic life by d) recognizing that noncitizens can become citizens.
Art & Storytelling(Fine Arts)
Two of Jaime's most prized possessions are his pencils and drawing journal. If possible, work with an art teacher to investigate the concept of art as a form of storytelling. Using the library's database, look for websites and/or blogs that highlight the power of art to tell a story. Reconnect this to how Jaime used his artistic talent to express himself. How does he use art to connect to other people?Have students create a form of art to express their story.
SOL AII.13 The student will examine and discuss social, political, economic and cultural factors that influence works of art and design.
Further Explorations
The Latino List (documentary) - This documentary features prominent Latinos from around the country. It gives a feel for the diversity of the Latino population as well as the issues they confront, such as immigration and bigotry. This offers students insight into what it is like to be part of a minority group.
Inside Out and Back Again (book) - This beautifully written book (written in verse) depicts what it's like for refugees once they are settled in the United States. It offers students a glimpse into one perspective of being an immigrant.
Author website - https://alexandra-diaz.com/
For students interested in learning more about the author, her website offers insight into her background as well as ways to connect with her.
Guatemalan culture - A look into the food, culture, art, and religion (to name a few things) may be intriguing for students wanting to learn more about Guatemala. It's also a way to recognize the distinct culture of Guatemala.
Mexican culture - Although many students are more familiar with the Mexican culture, it may be an "Americanized" view of Mexico. Research the culture of Mexico to learn more about its history and various regions. Consider the different regions of the country and how they may differ from one another. In essence, students can look at the diversity of Mexico. This may be particularly appealing to ELL students.
Illegal Immigration - Illegal immigration is a huge issue in the United States. Look at both sides of the issue. Consider viable ways to address the concerns of all viewpoints. This will open the eyes of many students.
Drug Trade - This is another big issue that has many sides to it. How does the drug trade impact (positively or negatively) other countries? Investigate the impact of legalizing drugs in the United States. What are the pros and cons?
Partner Titles
The 100 (Netflix show) - Like The Only Road, the characters are forced to leave their home to find a (potentially) safer place to live. Teens in both the book and the show must figure out how to survive with little help from adults. This is a highly popular show with teens and will certainly engage them, although the content may be too explicit for younger students.
I Lived on Butterfly Hill (Book) - As the 2015 Pura Belpre award winner, this book's literary merit is clear. It connects to The Only Road in that the protagonist must also leave her homeland out of safety concerns.
Esperanza Rising (Book) - This book that looks at the plight of one family who is forced to leave their comfortable lifestyle in Mexico for a new one in California. The story is based on the life of the author's grandmother and covers the Dust Bowl and the subsequent deportment of at least 450,000 Mexicans and Mexican-Americans. This book adds another narrative perspective to a major event in United States history.
Enrique's Journey (Book) - A critically acclaimed book that tells the story of a young man's journey from Honduras to United States to find his mother. With a very similar theme to The Only Road, this story will continue the dialogue about illegal immigration. It's a timely and current topic that schools can not ignore.
Which Way Home (Documentary) Nominated for the 2010 Academy award for best documentary, this documentary follows the stories of several unaccompanied Central American children who are trying to make their way to the safety of the United States. It shows the danger of their journey in images that will expand people's thinking on the topic of illegal immigration.
The Latino List (documentary) - This documentary features prominent Latinos from around the country. It gives a feel for the diversity of the Latino population as well as the issues they confront, such as immigration and bigotry. This offers students insight into what it is like to be part of a minority group.
Inside Out and Back Again (book) - This beautifully written book (written in verse) depicts what it's like for refugees once they are settled in the United States. It offers students a glimpse into one perspective of being an immigrant.
Author website - https://alexandra-diaz.com/
For students interested in learning more about the author, her website offers insight into her background as well as ways to connect with her.
Guatemalan culture - A look into the food, culture, art, and religion (to name a few things) may be intriguing for students wanting to learn more about Guatemala. It's also a way to recognize the distinct culture of Guatemala.
Mexican culture - Although many students are more familiar with the Mexican culture, it may be an "Americanized" view of Mexico. Research the culture of Mexico to learn more about its history and various regions. Consider the different regions of the country and how they may differ from one another. In essence, students can look at the diversity of Mexico. This may be particularly appealing to ELL students.
Illegal Immigration - Illegal immigration is a huge issue in the United States. Look at both sides of the issue. Consider viable ways to address the concerns of all viewpoints. This will open the eyes of many students.
Drug Trade - This is another big issue that has many sides to it. How does the drug trade impact (positively or negatively) other countries? Investigate the impact of legalizing drugs in the United States. What are the pros and cons?
Partner Titles
The 100 (Netflix show) - Like The Only Road, the characters are forced to leave their home to find a (potentially) safer place to live. Teens in both the book and the show must figure out how to survive with little help from adults. This is a highly popular show with teens and will certainly engage them, although the content may be too explicit for younger students.
I Lived on Butterfly Hill (Book) - As the 2015 Pura Belpre award winner, this book's literary merit is clear. It connects to The Only Road in that the protagonist must also leave her homeland out of safety concerns.
Esperanza Rising (Book) - This book that looks at the plight of one family who is forced to leave their comfortable lifestyle in Mexico for a new one in California. The story is based on the life of the author's grandmother and covers the Dust Bowl and the subsequent deportment of at least 450,000 Mexicans and Mexican-Americans. This book adds another narrative perspective to a major event in United States history.
Enrique's Journey (Book) - A critically acclaimed book that tells the story of a young man's journey from Honduras to United States to find his mother. With a very similar theme to The Only Road, this story will continue the dialogue about illegal immigration. It's a timely and current topic that schools can not ignore.
Which Way Home (Documentary) Nominated for the 2010 Academy award for best documentary, this documentary follows the stories of several unaccompanied Central American children who are trying to make their way to the safety of the United States. It shows the danger of their journey in images that will expand people's thinking on the topic of illegal immigration.
References
Agosin,A. (2014). I lived on butterfly hill. New York: Atheneum Books for Young Readers.
Cammisa, R. (Producer, Director). (2009). Which way home [Documentary]. United States: HBO films.
Diaz, A. (n.d.). Author's website retrieved from https://alexandra-diaz.com/.
Greenfield-Sanders, T. (Director). (2011). The latino list [Documentary]. United States: HBO films.
Kirkus Review (n.d.). Retrieved from https://www.kirkusreviews.com/book-reviews/alexandra-diaz/the-only-road/.
Lai, T. (2011). Inside out and back again. New York: Harpercollins Publishers.
Nazario, S. (2013). Enrique's journey. New York, NY:Delacorte.
Rothenberg, J. (Executive Producer). (2014). The 100 [Television series]. United States: Warner Brothers.
Ryan, P.M. (2000). Esperanza rising. New York, NY:Scholastic.
Virginia Department of Education. (2010). Standards of learning. Retrieved from http://www.doe.virginia.gov/testing/.
Agosin,A. (2014). I lived on butterfly hill. New York: Atheneum Books for Young Readers.
Cammisa, R. (Producer, Director). (2009). Which way home [Documentary]. United States: HBO films.
Diaz, A. (n.d.). Author's website retrieved from https://alexandra-diaz.com/.
Greenfield-Sanders, T. (Director). (2011). The latino list [Documentary]. United States: HBO films.
Kirkus Review (n.d.). Retrieved from https://www.kirkusreviews.com/book-reviews/alexandra-diaz/the-only-road/.
Lai, T. (2011). Inside out and back again. New York: Harpercollins Publishers.
Nazario, S. (2013). Enrique's journey. New York, NY:Delacorte.
Rothenberg, J. (Executive Producer). (2014). The 100 [Television series]. United States: Warner Brothers.
Ryan, P.M. (2000). Esperanza rising. New York, NY:Scholastic.
Virginia Department of Education. (2010). Standards of learning. Retrieved from http://www.doe.virginia.gov/testing/.
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