Reading Group Guide

Cousins in the Time of Magic

By Emma Otheguy

Illustrated by Poly Bernatene

About the Book

In modern day Miami, three cousins spend Mondays at their eccentric aunt’s home after school. Tía Xía loves sharing Latin American history with Jorge, Camila, and Siggy, despite their protests. When the cousins accidentally slip through a time portal that sends them to 1862, they start to wish they’d paid attention to their aunt’s lectures! They arrive in the middle of the United States Civil War, escape a Confederate ironclad, and fly to Mexico in a hydrogen balloon just in time for the Battle of Puebla (Cinco de Mayo). Tía Xia is armed with a sword she must deliver to General Ignacio Zaragoza in hopes of winning the Battle of Puebla. The cousins meet kids like themselves throughout their journey, building solidarity and learning how influential Latin American people were in securing freedom in America.

Discussion Questions

1. When Tía Xía begins talking about history, the cousins yell “‘NO LECTURES!’” (Chapter two) Discuss moments throughout the novel when paying attention to Tía’s history lectures would have been helpful for Jorge, Camila, and Siggy.

2. Siggy is disappointed that he only receives collaboration opportunities from “tiny Latin [brands]”. (Chapter two) Why does Siggy feel this way? What would fairness look like for online influencers?

3. Cooper Tumbor often references his ancestors and their important contributions. What does it mean for someone to be able to trace their family heritage back centuries? Whose ancestors get to be remembered and why? What if your ancestors made significant contributions, but were not remembered? Discuss in pairs, then come together as a class to share your thoughts.

4. At the beginning of the story, Siggy is excited to attend the Tumbors’ Cinco de Mayo party despite Tía Xía’s objections. How does Siggy’s perspective about the festivities change? After reading the novel, how do you feel about the Tumbors throwing a Cinco de Mayo party? Explain.

5. Camila mentions it’s “her job to look out for Jorge.” (Chapter three) Who decided this and why? Put yourself in Camila’s shoes and then in Jorge’s shoes. Discuss how you would handle this responsibility as Camila, and how you would respond if you were Jorge.

6. Oscar helps Union officer Federico escape in chapters 11 and 12. Using the library and trusted Internet resources, research other ways that enslaved people supported the Union during the Civil War. Check out the “Further Reading” suggestions at the back of the book for more ideas.

7. The cousins encounter moments of racism and prejudice in the book. Siggy wonders if Cooper would also use racist words against Mexicans in the present. He also encounters a Mexican person who is racist against his own people. How do harmful beliefs like racism continue to exist across centuries? What can be done to change these beliefs?

8. Federico uses magic as a metaphor for family and support, but he also believes it to be a real thing. What are examples of things in real life that you think feel like magic? Explain.

9. What does Federico mean when he states, “‘Everything is connected, Jorge . . . What happens to one place in the Americas happens to us all’”? (Chapter thirteen)

10. Miguel Cardoso is a Mexican man who wants the French to rule Mexico as a monarchy. Why is he fighting against his own country? Use examples from the text and historical evidence to provide your answer.

11. When Pascuala explains she was speaking Masehual Tlahtol, or Nahuatl, Camila remembers how her Tía Xía complained that Indigenous people in Latin America did not stop existing in modern times, yet schools did not teach students about them. (Chapter seventeen) Research an existing Indigenous group. What kinds of issues are they facing? What ways can non-Indigenous people offer support and solidarity?

12. Pascuala shows Jorge and Camila the aqueduct that once moved water through the city. When Camila learns it has not been active for over a century, she thinks “Pascuala lived in a specific moment in time, and here too there had been a ‘before.’” (Chapter nineteen) What do you think about this observation? What is something happening in the present that you think kids in the future should learn?

13. Discuss the challenges and experiences Camila and Pascuala face because they are girls. Pascuala is also indigenous while Camila is a Latina with light skin. How do their experiences differ because of how they look? Can you relate? How might your gender and race change the way you experience life compared to others?

14. Camila notes there had been many men in the past, but she had hardly seen any women until meeting Pascuala and her mother. Research different wars and battles: What roles did women have? Why are women’s contributions not recognized as often?

15. The French began calling themselves and people from Latin America “Latino” to encourage the support of the French invading Mexico, using the Catholic religion as a commonality. The cousins feel torn about identifying this way and ask Alfonso and Pascuala how they identify. Through this discussion, they reclaim the identifier “Latino” and list more commonalities. Reflect on your own traits and family culture, and write about how those they relate back to your background and support your identity.

16. Why do the kids still have to deliver the sword to General Zaragoza even after the battle has been won? Use examples from the text to support your answer.

17. General Zaragoza says the cousins will inherit something before Tía Xía cuts him off. What do you think they will inherit if Tía Xía doesn’t have any money?

18. In the book, sand is literally used to travel across time, but is also figuratively described as having seen what has happened in history. What other metaphors are mentioned in the book? If you were to travel through time, what artifact would connect you to the present and why?

19. Did you learn about the Battle of Puebla in school? If so, how was it related to the United States Civil War and the abolition of slavery? Discuss the following in small groups: Are there other moments in history you’d like to learn about? Why do you think certain moments are not taught? What can you do to change this and educate yourself and others?

Extension Activities

1. Imagine the book is a role-playing game. Create character cards for Jorge, Camila, and Siggy, as well as for a secondary character of your choice. Include their strengths, weaknesses, and special abilities. Write a summary of the scenes from the book that support your character cards.

2. Tía Xía explains she built ships to sail through time because “‘when I time travel, I build bridges. I make connections. I remember I’m never alone. Those who came before us are always with us.’” (Chapter twenty-five) Choose a moment in history you’d like to visit, and prepare a presentation about the people you’d meet and the actions you’d take. Use at least three different sources to back up your claims.

3. The cousins meet three young people in 1862 whose stories are not often represented in historical texts: Alfonso, Oscar, and Pascuala. It is also implied that Pascuala might be the cousins’ ancestor. Think about your own family, and write a reflection essay of who your ancestor might have been in 1862. You might be someone who can trace your family all the way back to the 1800s, but if not, use historical clues and your imagination.

4. In the author’s note, Emma Otheguy cites the Battle of Puebla as a moment of solidarity between marginalized people. When Puebla won against the French, “they defended their own country, as well as the very concept of republicanism in America.” Describe moments of solidarity between characters in the book. What examples of solidarity do you see in real life? Make a poster that you would bring to a protest or share around your community that represents why solidarity is important.

5. Work in groups of four to create an escape room using Cousins in the Time of Magic as the storyline. Plot out the main elements of the story, and create a puzzle based around each turning point. Make sure one of the puzzles uses a route cypher like the one Alfonso deciphers from Tía Xía.

Guide written by Cynthia Medrano, Librarian at the Highland Park Public Library.

This guide has been provided by Simon & Schuster for classroom, library, and reading group use. It may be reproduced in its entirety or excerpted for these purposes.