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***[PEOPLE, CULTURE AND THE SANTA CRUZ]{.underline}***

> ***[ACTIVITY]{.underline}***

**[Part I - Understanding culture]{.underline}**

\- Hand out copies of (or provide the information for students to make
their own) "Cultural ID Cards" (**Master Page V - 16**). Ask each
student to complete it. When students are done, summarize their answers
on the board. Discuss similarities and differences. Are there any
trends? Does cultural identity have anything to do with their answers?
How and why?

\- As a hypothetical situation, explain to the class that they must plan
for a dinner party. Ask them to come to a consensus on one of the
following: American- (steak, potatoes, etc.), Mexican - (enchiladas,
tacos, etc.), Chinese - (chow mein, fried rice, etc.), Italian -
(spaghetti, lasagne, etc.), East Indian - (curry, chapatis, etc.),
Japanese - (tempura, teriyaki steak, etc.),Thai - (pad thai, curry,
etc.), Greek - (gyros, baklava, etc.), other. (*If possible, get sample
restaurant menus for references.*) You may wish to break the class into
groups. After a specified period of time, discuss the process of how the
students did or didn't make a decision. Was it easy? Why or why not?
Were there differences that hindered their ability to choose? Did their
culture have anything to do with their choices?

**[Part II - Special Interests and the Environment]{.underline}**

\- Introduce the groups listed below, each of which might want to use
the Santa Cruz River:

-   Off-road vehicle users

-   Developers

-   Picknickers

-   Hikers

-   Birders

\- Discuss how groups like these examples are often comprised of people
who share common interests, hobbies or cultures. For example bicyclers,
golfers, hunters, artists, rock & rollers, rappers, cowboys, etc.
Finally, define and discuss the concept of stereotypes. Explain that
although interests and cultures may help to define a group, not all
members of the specific group can be stereotyped.

\- Divide the class into five working groups. Assign each group to
represent one of the user groups, giving them the corresponding "Special
Interest Groups" card from **Master Page**
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**V - 17**. Each student is to pretend that they are members of that
club or special interest group. The goal of the meeting is to prepare
for a planning meeting about the future of the Santa Cruz River. The
club meeting agenda is as follows:

1)  **Discuss your group:** What kind of people are in the group? Do
    they share any common interests? Does the culture of the members
    have anything to do with the group? How do they use the river? How
    often do they go there? Do they help the river or its environment in
    any way? Do they hurt it?

    **Discuss the other groups:** What are the other groups' views about
    the river? How do they use the river? From your group's point of
    view, are they helping or hurting? Is your group on good terms with
    them? Will they support you in a debate? How can you work together
    so that everyone is happy.

2)  **Prepare for the upcoming** **debate:** Create a small
    presentation, (a speech or an advertisement) to convince others that
    your group's activities at the river are important. Speak out for
    your cause!

**[Part III - The debate]{.underline}**

\- Once each group is ready, call the whole class together for a public
hearing. Have each group present their position to the other groups.
Allow some time for questions after each presentation. Upon completion
of all group presentations, open the floor to debate.

\- Final assignment: Come up with a plan for managing the river where
every group will be content.

***[Cultural ID Card]{.underline}***

**Name: Nicknames:**

**Birthplace: What is your favorite . . .**

**First Language: Color?**

**Second Language: Music?**

**Grandparents' Place of Birth: Dance?**

**Grandparents' 1st Language: Game?**

**Cultural Background: Clothing?**

**Religion (optional): Hobby?**

***[Cultural ID Card]{.underline}***

**Name: Nicknames:**

**Birthplace: What is your favorite . . .**

**First Language: Color?**

**Second Language: Music?**

**Grandparents' Place of Birth: Dance?**

**Grandparents' 1st Language: Game?**

**Cultural Background: Clothing?**

**Religion (optional): Hobby?**

***[Cultural ID Card]{.underline}***

**Name: Nicknames:**

**Birthplace: What is your favorite . . .**

**First Language: Color?**

**Second Language: Music?**

**Grandparents' Place of Birth: Dance?**

**Grandparents' 1st Language: Game?**

**Cultural Background: Clothing?**

**Religion (optional): Hobby?**

**[SPECIAL INTEREST GROUPS ALONG THE SANTA CRUZ RIVER]{.underline}**

+-------------+-------------+--------------+------------+-------------+
| **OFF       | **D         | **           | **HIKERS** | **BIRDERS** |
| ROAD**      | EVELOPERS** | PICNICKERS** |            |             |
|             |             |              |            |             |
| **VEHICLES  |             |              |            |             |
| USERS**     |             |              |            |             |
+-------------+-------------+--------------+------------+-------------+
| **Use       | **Primary   | **Local      | **The Juan | **The Santa |
| motorcylces | goal is to  | families     | Bautista   | Cruz River  |
| and ATVs    | make a      | like to      | de Anza    | provides    |
| with        | housing     | enjoy the    | Trail      | some of the |
| u           | d           | river. Kids  | allows     | best        |
| nrestricted | evelopment. | enjoy wading | hikers to  | bi          |
| use. All    | Areas of    | and playing  | walk       | rd-watching |
| other users | the river   | while adults | between    | in Arizona. |
| are         | will be     | like to      | Tubac and  | Birding is  |
| welcome.**  | preserved   | picnic or    | T          | best when   |
|             | as part of  | party. All   | umacacori. | the area is |
| **Problem:  | the scheme. | others are   | Hikers     | quiet and   |
| Destroys    | Others are  | welcome at   | like a     | u           |
| habitat and | welcome if  | the river.** | well-m     | ndisturbed. |
| natural     | they        |              | aintained, | A strict    |
| beauty;     | respect     | **Problem:   | l          | birder      |
| causes      | homeowners  | Litter;      | itter-free | usually     |
| noise and   | rights and  | possible     | trail with | prefers the |
| air         | rules.**    | water        | i          | area to be  |
| pollution;  |             | pollution;   | nformation | preserved   |
| disturbs    | **Problem:  | potential    | about the  | with        |
| others      | Destroys    | health and   | natural    | limited or  |
| trying to   | habitat and | safety       | history.   | no access   |
| enjoy the   | natural     | hazards.**   | All users  | for other   |
| solitude of | beauty;     |              | who        | user groups |
| the         | access for  |              | respect    | except for  |
| river.**    | others      |              | the        | quiet       |
|             | could       |              | natural    | observers   |
|             | become      |              | e          | and         |
|             | limited;    |              | nvironment | res         |
|             | may affect  |              | without    | earchers.** |
|             | the water   |              | hurting it |             |
|             | supply and  |              | are        | **Problem:  |
|             | its         |              | welcome.** | Primary     |
|             | course.**   |              |            | goal is to  |
|             |             |              | **Problem: | preserve    |
|             |             |              | Any group  | the habitat |
|             |             |              | or         | at the      |
|             |             |              | activity   | possible    |
|             |             |              | that       | exclusion   |
|             |             |              | damages or | of other    |
|             |             |              | disturbs   | groups.**   |
|             |             |              | the        |             |
|             |             |              | habitat    |             |
|             |             |              | and its    |             |
|             |             |              | natural    |             |
|             |             |              | beauty is  |             |
|             |             |              | not        |             |
|             |             |              | welcome.** |             |
+-------------+-------------+--------------+------------+-------------+