Bjorn's Gift Teaching Guide - sandybrehl.com · New doors will open for interested teenagers ... Of course, Remember ... Divide the pairs/groups into beginning, middle, and end

Bjorn’s Gift Book two of the Norwegian resistance trilogy

by Sandy Brehl(Crispin Books, Imprint of Crickhollow Books, 2016)

TEACHING GUIDE

SANDY BREHL WWW.SANDYBREHL.COM BJORN’S GIFT GUIDE �1

Sequel to: ODIN’S

PROMISE 2014

Historical Novel

Ages 10 and older

Grades 4-8 and above

ISBN: 978-1-883953-84-3

Conclusion:

MARI’S HOPE 2017

http://WWW.SandyBrehl.com


BJORN’SGIFTcontinuestheexcitingadventuresofMari,ayoungNorwegiangirlwhofacesgrowinghardshipsanddangersinhersmallvillageinawestern:jord.

As German occupation troops and local Nazi supporters move closer to herfamily’sdailylife,MaristrugglestoliveuptoherbrotherBjorn’sfaithinher.Shebecomesmore involved in risky resistance activities, trusting only her familyandafewclosefriends.

AcrossNorway, oppressive laws are imposed in themonths from late1941 toearly1943,withdire local consequences. Still, dif:icultdecisions forceMari toadmit thatmany things in life arenot easily sorted into goodor bad, and shebeginstowonderifHitlerwilleverbedefeated…andwhethertheoccupationofNorwaywilleverend.

“…Determined to honor her family and her country,Mari doesn't knowwho she cantrust.Readerswill:indthemselvescheeringforMariassheconfrontsdanger,assistsinescapesandstaystruetoherselfdespitetherisks.“

-Angela Cerrito, author of The Safest Lie, a 2015 Best Children's Book (The Guardian Weekly) and a BestChildren'sBookof2016(Children'sBookCouncil,BankStreetCollegeofEducation.)

“Bjorn's Gift brings to life the courage of the Norwegian people during the Nazioccupation.…doesn’tshyawayfromshowingthecomplexwaysindividualsrespondtohardshipandbeautifullyexpressesthestrengthandhopefamilyprovidesinthemidstofdif:iculty.”

Caroline Starr Rose, author ofMay B. 2012. Schwartz and Wade. 2013 ALA Notable Children’s Book, 2013BankstreetBestChildren’sBooksoftheYear,andmanyotherawardsandBlueBirds 2015.G.P.Putnam’sSons.2016JeffersonCupAwardforYoungReaders,andothers.

(BJORN’S GIFT) “…offers a well-researched book about Norway and the WW2occupationprovidingdetailsandreality.Newdoorswillopenforinterestedteenagersandyoungadultswhowilldiscoveranothercountryandstory.”

IreneLevinBerman,anativeNorwegianauthorlivingintheU.S.haswrittenNorwayWasn’tTooSmall,AFact-basedNovelaboutDarknessandSurvival,HamiltonBooks,2016forteensandadults.

WHAT PEOPLE ARE SAYING…

http://www.ala.org/alsc/awardsgrants/notalists/ncb/ncbpastlists/ncb_2013

https://s3.amazonaws.com/bankstreet_web/media/filer_public/filer_public/2013/06/19/2013nine-to-twelve.pdf



http://www.ala.org/alsc/awardsgrants/notalists/ncb/ncbpastlists/ncb_2013




TABLEOFCONTENTS

Themes&CurricularConnections 4

FigurativeLanguageExercise 7

GamesandActivities:MoveYourBodiesandYourMinds! 8

PersonalBookmarks 12

BeforeYouBegin:AccessingPriorKnowledge 13

Vocabulary 13

VocabularyGraphicOrganizerOption 15

PossibleDiscussionQuestions 16

Post-readingQuestions 23

RelatedtitlesforFurtherReading 24

BJORN’SGIFTisforagestenandolder,Grades4-8(andup)

Flesch-Kincaidanalysisliststhediscussionquestionsat6.0gradelevel.

TextanalysisofsamplesprovideaLexilelevelof830

A note from the author:

The levels noted and target ages reflect the historic content,

language complexity, and issues confronting characters and should be considered suggestions, not rules. All activities,

questions, vocabulary, and other guide materials should be

adapted to best suit readers’ needs and interests. I welcome

questions and reactions from readers and teachers via email: [email protected] hope you enjoy BJORN’S GIFT!

Sandy Brehl

mailto:[email protected]


mailto:[email protected]


THEMES

• Friendship

• Family

• WarandResistance

• Writing

• SacriTice&Survival

• Secrets

• SurvivingHardships

• Dictatorship

• PersecutionofJews

CURRICULARCONNECTIONS(Adaptive Choices: Have the student write key words or phrases and tell,ratherthanwrite,theirdiaryentriesorsecondarycharacterdescriptions.)

LanguageArts:

• WriteyourowndiaryentrytoBjornabouthardshipsyouarefacingonaday-to-daybasis,orwriteadiaryentrytoBjornwhereyoudescribesomethingyou observe in great detail. Youmay either place yourself in the storyORwrite your entry about your own challenges OR write about your ownexperiences.Ifyouchoosetowriteaboutyourownchallengingexperiences,addresstheentrytoBjornoratrustedpersoninyourlife.

• Chooseanyof thesecondarycharacters in thenovel, forexample,Leif,Per,Astrid,Lise,etc.Writeadetailedaccountofoneoftheiradventures.Youmaymakeupanadventurerelatedtosomethingthathappensinthenovel,oryoucan expandon a scenedescribed in thenovel. For instance, discussAstridandPer’sjourneywithThor.



• Write a poem related to the story. (Remember: poems don’t have torhyme!) If you have trouble starting, begin with one of the followingphrases and repeat the phrase throughout the poem so it serves as arefrain:Of course, Remember, Someday I wish, Don’t forget me when, Foronce,or thinkofyourownrepeatedphraseorword. Ifyouarestrugglingwithwriting yourownpoem, read the followingpoembyBertoltBrecht.Discusshowandwhythispoemrelatestothenovel:

RadioPoem

ByBertoltBrecht

Youlittlebox,heldtomeescaping Sothatyourvalvesshouldnotbreak Carriedfromhousetohousetoshipfromsailtotrain, Sothatmyenemiesmightgoontalkingtome, Nearmybed,tomypainThelastthingatnight,theTirstthinginthemorning, Oftheirvictoriesandofmycares,Promisemenottogosilentallofasudden.



•SocialStudies:

Onlinelinksarepotentialresearchsourceswithaccessiblecontent.Notingsitesheredoes not imply the reliability or safety of their content. Adult supervision isrecommended.

• Choosefromthefollowingtopicstoresearch:

1. Rationing inNorway and other European countries duringWWII (or comparerationingintheUnitedStatesandinNorwayduringthewaryears)

2 . T r e a tm e n t o f t e a c h e r s i n N o rway d u r i n g WW I I ( h t t p : / /nvdatabase.swarthmore.edu/content/norwegian-teachers-resist-nazi-takeover-education-1942)

3.Hitler’sInvasionofRussian(http://www.bbc.co.uk/history/worldwars/wwtwo/hitler_russia_invasion_01.shtml)

4. The resistance movement in Norway during WWII (https://www.geni.com/projects/Norwegian-Resistance-Movements-during-WWII/25591)

5.TheHitler/StalinagreementandwhyHitlerwouldbreaktheagreement.http://www.history.com/topics/world-war-ii/german-soviet-nonaggression-pact

6.TheShetlandBusandmaptheroutestofreedom.(http://www.shetlandbus.com)

• Take notes while you research. Write several key points on notecards.Teacherswillputstudentsintogroupsof4-5;studentswillbegroupedsothereis somevarietyof topics. Studentswill share their researchpoints in a roundtablediscussion.

Art

• Chooseanimagefromthenovelthatrelatestothe:igurativelanguageactivityon the next page. Paint, draw, or create a collage from magazine picturesinspiredbytheimage.Thiscanbedoneondifferentsizedcardstockpaper.Titleyourartistcardorincludeaquotationfromthestoryabouttheimage.Optional:addotherbackgroundcolororimages.

• Arelatedactivityistoillustrateyourfavoritesceneortheoneyouthinkismostimportanttothebook.Titleyourillustrationandwrite1-2sentencesaboutwhyyouchosethatscene.


http://nvdatabase.swarthmore.edu/content/norwegian-teachers-resist-nazi-takeover-education-1942



https://www.geni.com/projects/Norwegian-Resistance-Movements-during-WWII/25591



http://www.history.com/topics/world-war-ii/german-soviet-nonaggression-pact


http://www.shetlandbus.com









http://www.shetlandbus.com


FigurativeLanguageExercise

Simile:acomparisonbetweentwounlikethingsusingthewordslikeoras

Metaphor:animpliedcomparisonbetweentwounlikethings

ReadthefollowingexamplesofTigurativelanguagefromthenovel.

1.Explainthetypeof:igurativelanguage,simileormetaphor,tellingwhattwounlikethingsarebeingcompared.

2.Tellhowtheuseof:igurativelanguageaddstothescene,character,oraction.

“Newarrivalsswarmlikeanarmyoftermites,destroyingourcountrybitebybite”(Mari’sletters,p.169).

“Papa says the bunkers are covering the coast faster than rockmoss”(Mari’sletters,p.173).

“The two little daughters, Eva and Gilda, were as sweet as Juneberries”(p.195).

“If she had time, Mari took up a favorite children’s book and readquietly to Eva and Gilda, who sat as still as churchmice, eyes wide,soakingineveryword”(p.196).

“Thentherewasthatthorninherfoot,Leif”(p.220).

“Cloudsoffrozenbreathglitteredlikefairydustinthecrispnightair.He carried the basket of uneaten treasures thatwould stretch theircelebration into Christmas Day” (p. 246). (Note: There are twoexamplesof:igurativelanguageinthisquotation.)



GamesandActivities:

MoveYourBodiesandYourMinds!

HotSeat

MaterialsNeededforGame:notecards,writingutensils,timers(optional)

1. Have students write a selection of key terms, vocabulary, andcharactersonnotecards.Thiscanbedoneindependentlyorinpairsorsmallgroups.

2. Putallofthenotecardsinapileandmixthemup.

3. Dividestudentsintogroupsofabout4studentspergroup.

4. HavethemplayagamebasedonthegameHeadbanz,(orthe“HeadsUp”application).Onestudentholdsacardtohis/herforeheadwithoutlookingat it.The restof thegroupgives clues tohelp the “hot seat”studentguesstheword.Moveontothenextguesser.

5. How to raise the stakes: Tell students theymay only give one-wordclues to thehot seat guesser.Anotherway topushengagement is tohavestudentskeeptrackofhowmanytheyguessinacertainamountoftime,settingatimerforoneminuteorwhateverisappropriate.



GiantCause/Effect-MapMaking

MaterialsNeededforGame:TwoContrastingColorsofPaper(forexample,blueandorange),writingtoolsormarkers

1. Putstudentsintopairsorgroupsof4.

2. Dividethepairs/groupsintobeginning,middle,andend.

3. Ifitisagroupof4,tellthemtopairupwithinthegroup.Alargergroupmayhelpsparkdiscussionandassiststudentsinrecallingdetailsaboutthenovelfromtheirdesignatedsection.

4. WritingonORANGEpaperandusingstick:igures,onestudentdrawsasimple picture of a character’s action and labels it with a captiondescribingtheaction.TheotherstudentrespondsbydrawingapictureoftheresultingactiononapieceofBLUEpaper,orconsequence,tothestartingaction.Therefore,theorangepaperindicatesthecauseandthebluepaperindicatestheeffect.Teachermaylabelcardsorassignvarioussections for groups. (Back to School- Quisling’s new rules- rescuingthoseindanger,etc.)Thepairs/groupsmustthinkofthesecause-effectrelationsaccordingtothesectionofthestorytheyweregiven.

5. When each pair/group has a cause-effect pair, have the pairs movearound the room and come up with the book’s sequence with theirpages,making a “streetmap” throughout the classroombyputting thepaperson the :loor in thesequence inwhich theyhappen in thestory.Students can then walk along the street, reading the cause/effectmomentsthatpropeltheplotofthestory..



Charadesand/orPictionary

MaterialsNeededforGame:notecards,writingutensils,paperordryeraseboard/smallboards,timers(optional)

1. Have studentswrite down 1-2 scenes from the novel onnotecards.Thiscouldbeawaytoreviewpreviousreading

from days before, or as a review game after the novel iscomplete.Ifthepreviousactivityhasbeendone,thecards/

drawings can be saved to use for this and other reviewactivities.

2. Collectthescenesandmixthemup.Dependingontimeinthelesson,eitherdividestudentsintoteamsorutilizethis

asawarm-uptoengagestudents to thinkaboutpreviousreading.

3. Ifthisisawarm-up,askforavolunteertodrawthesceneoractitoutwithoutusinganywords.Therestoftheclass

makes guesses until someone names the scene. Theteachermayelicitreactionsandinsightsaboutthispartof

thenovelasameansofreview.



ShetlandBusActivity

MaterialsNeededforGame:paperandwritingutensils

1. Putstudentsingroupsof3or4.AssigneachgrouptoresearchanswerstoquestionsrelatedtotheShetlandBus:Seeearlierresourceasreliableandaccessible.WhoescapedontheShetlandBusandwhy?WhowassneakingintoNorwayandwhy?Whatweretheboatroutes?Wheredidtheboatsandpilotscomefromandwhatdangersdidtheyface?Whatconditionsmadeitmoreorlesslikelythattheywouldsucceed?

2. Grouptheanswersinto4stations,whicharehistoricallocationsandconcepts:Whowerethepassengers?Dangersduringpassages?ReasonstheShetlandBuseswereneeded?Theboatsandthepilots.

3. Havestudentsplacetheirfactsintotheappropriatestationbyaddingtoanon-goinglist.

4. Placegroupsineachstation.

5. Eachgroupreadsthroughthefactsofthestationanddiscussesthehistoricalexperience,addingtheirownthoughtsandimaginingsaboutwhatthiswasliketoexperience.After10minutes,oratimethat:itswithinthelesson,groupsmovetothenextstation.



PersonalBookMarks

• Printoncardstockandcutoutoneforeachstudent.

• Studentswritedownthedatetheycompletedeachchapter.

This bookmark belongs to

______________________

Pages _______to ______to be read by:

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BeforeYouBegin:AccessingPriorKnowledge

Pre-ReadingQuestions:

HaveyoureadOdin’sPromise?Ifso,takeamomenttolistinyourmindoronapieceofscrappaperyourfavoritesceneorscenes.Pleasesharewiththerestoftheclass.

DescribeMari asa character inOdin’sPromise.Howdoes shechange throughout thebook?Whatkeyeventschangeher?

Ifyouhaven’treadOdin’sPromise,pleasesharewhatyouknowaboutWorldWar II.DoyouknowthatNorwaywasoccupiedbyNazis?Whatdoyouthinkthatwaslike?ForstudentswhodidreadOdin’sPromise,sharewhatyoulearnedaboutoccupiedNorway.

Vocabulary

YtreArna:Fall,1941

ChapterOne,TwoandThree(Pages7-23)

skiff taut wagered cadence defying accompanied mulled

winced lorded impish hoisted nimbly profound

bounty wiry puppetgovernment

ChapterFour,Five,andSix(Pages24-43)

swagger embossed suppress rant ploy idle meagerallotments

ChapterSeven,Eight,andNine(Pages44-63)

direcircumstances barrage cajoling buoyant

ChapterTen,Eleven,andTwelve(Pages64-82)

semblance disassembled concoction contraband hoarding truce



YtreArna:Winter,1941-1942

ChapterThirteen,Fourteen,andFifteen(P.83-96)

riveted mandatory ample pummeled

ChapterSixteen,Seventeen,andEighteen(P.97-112)

diffuse vacated vermin percolated ruse willowy

ChapterNineteen,Twenty,andTwenty-One(P.113-136)

alcove garret de:lect bumblers reprisals

ChapterTwenty-Two,Twenty-Three,andTwenty-Four(P.137-151)

begrudge

YtreArna:Spring1942toNewYear’s,1943

ChapterTwenty-Five,Twenty-Six,andTwenty-Seven(P.152-175)

bluster

ChapterTwenty-Eight,Twenty-Nine,andThirty(P.176-197)

amid de:iance unanimous fortify

ChapterThirty-One,Thirty-Two,andThirty-Three(P.198-217)

disavowed subside casualties puri:ication tinged

ChapterThirty-Four,Thirty-Five,andThirty-Six(P.218-237)

justify wield skein aggravating vigilance morsel

ChapterThirty-Seven,Thirty-Eight,andThirty-Nine (P.238-259)

prominent scarcity optimistic in:lated labyrinth

aura



VocabularyGraphicOrganizerOption:

Teacherscangenerateaclassdiscussionaboutwordslistedfromeachchapterorwordsthathaveraisedquestionswhilereading.

Teachersmayprovidesamplesentencesusingstudents’namesorsituationsfromthenovel.



Chapter1.

Re:lect on what you know about Mari’s relationship with her brother Bjorn. Think ofadjectivewordsandphrasesthatdescribetheirrelationship.

DiscusswhatdetailsshowchangesthathavehappenedinYtreArnasinceHitler’sinvasionofNorway and the Nazi occupation. Howwould you feel if you livedwith such control andrestrictions?

Mariwonders aboutwhather andPer’s fatherdo to go against theNazis:what are somesignsoftheirde:iance?HowcouldsuchactsmakethingsharderfortheoccupyingGermans?Doyouimaginetheywereeffective?Imaginehowsoanddiscuss.

Chapter2.

Discussthelayersofmeaningforthechaptertitle,“UnwelcomeNeighbors.”

CompareandcontrastMari’sfeelingsandinteractionswithPerwiththoseofLeif.

Chapter3.

Imagineanewgovernmenttookoveryourcountry.Whatdoyouthinkitwouldfeelliketoseeadifferent:lag,followdifferent,stricterrules,andliveinfear?

Bonus:Doesanythinglikethisstillhappenintheworldtoday?Ifso,givesomeexamplesorlistquestionsyouhaveaboutthosesituations.

DiscussthesignsthatLeifandhisfamilyhavejoinedtheNewNorwayNaziparty.HowdoesMarireacttothis?

Chapter4.

SinceMariagreeswithPerthatsheismoreofwriterthanheis,whydoyouthinksherefusestotaketheledgerfromhim?Whatdoesthissuggestabouthervalues?

Bjorn’s carvingsprovide clear symbols in this chapter.Discuss their obviousmeaningandthendiscusshowthesesymbolschallengethecharactersinthestory.

Adaptation: identifyhowBjorn’s carvingsare symbolic.Whatother symbolsdoyouknowaboutintheworldaroundus?

SuggestedDiscussion/ResponseQuestions



Chapter5.

DiscussMari’s accountofHitler’s growingpower.HowdoesPer react toher fears?Whatdoesthisreactionsuggestabouthimasacharacter?

Mari’sfearsofNazipowerarerealandallaroundher.Asseeninthischapter,discusshersourcesofcomfortduringthesewartimes.

Chapter6.

Discuss the comparisonsmade about Odin and Thor in this chapter. Do you have a pet?Discusshowanimalshelphumansdealwithstressfulsituations.

Chapter7.

Discusswhat kinds of consequences you thinkMari, her family, and others in the villagecouldfaceiftheNazisfoundoutaboutthehiddenradio.

History in theMakingQuestion:researchtheagreementbetweenStalinandHitlerduringWWII.WhatdoesthebrokenagreementbetweenHitlerandStalinshowMariandothersinNorway?(seeaccessiblelinksonpage6.)

Chapter8.

Authorscreatetensionintheirstoriestomovetheplotandcharactersforward;describethetensioninthischapter,speci:icallyforMari.Howdoesshereacttointensesituations?Howdoessuspicionofothercharacterscreatemoretensioninthestory?

Chapter9.

WhatnewsdoesLeifannouncetoMari?

Discuss the status of Jews in Norway at this time in history. Were there many Jews inNorway?Howandwhywere theNazismaking them into scapegoats? (NOTE: scapegoatsarepeopleorgroupsblamedforproblemstheydidnotcause.)

BONUS:SearchfortheoriginsofthewordSCAPEGOAT.

HowwouldthenewdevelopmentsintheirlivingsituationaffectMari?Howdoyoupredictshewillhandlethis?



Chapter10.

Discussthefamily’ssolutionfortheGermansoccupyingtheirhome.Whyisgivingupprivacyanacceptablealternative,especiallyforMari,agirlatthetimeinherlifewhensheseekstimealone?Do you ever crave time alone?What do you do to :ind/make a private spacewhenamongfamilymostofthetime?

Maridoesn’taskBestemorwhentheGermanswillleaveherhomebecausesheknowsnooneknowshow long theNaziswillbe inNorway.The future isuncertain.What is it like to livewithuncertainty?Haveyoufeltthiswayaboutyourfamily,home,orschool?Explain.

Chapter11.

ExplainhowMari’sbreakfastatthestartofthischapterillustrateshowshe,herfamily,andthepeopleofNorwayhaveadaptedtolesssincetheGermanoccupation.

Howwouldyou characterizeMari’s relationshipwithher grandmother?Howdoes it differfromherrelationshipswithherparents?

Describe what Mari’s father shows her at the end of this chapter. Discuss the meaning,consequences,andpossibilitiesofthis.

Chapter12.

ExplainthetypeofradioMari’sfamilyhidesinBestemor’scottage.WhydoesthisknowledgereassureMari?Evenso,Marihasmanyworriespilingonbytheendofthischapter;discusshowshefeelsasshewaitsforthearrivaloftheGermansoldiersinherhome.

Chapter13.

DiscussMari’s feelingsaboutLeif in thischapter.WhenMaricomplains toher familyabouthim,whatadvicedotheygiveher?

WhydoyouthinkMariiscompelledtowrite“letters”toBjornevenwiththerisks?Haveyoueverbeendriventodosomething?Describe.

Chapter14.

Pre-chapter discussion: what do you know about “censorship,” which is the title of thischapter?

What orderdoes theUnghirdmembermake at the library?ExplainhowMari’s family andotherNorwegianspreservetheircultureduringthistimeinhistory.



Chapter15.

In this chapter Leif says toMari, “Whenwill you grow up and see that life’s not all black andwhite,goodandbad?”(96)DoyouagreeordisagreewithLeif.Doyouthinktherearetimeswhenthingsare“blackandwhite,goodandbad”?DoyouthinkLeifisnowMari’senemy?Whyorwhynot?

Chapter16.

ThetitleofthischapteralludestoVirginiaWoolf’sbookARoomofOne’sOwn(1929)whereshediscussesthatawomanmusthavemoneyandaroomofherowninordertowrite:iction.WhilethisdoesnotapplyexactlytoMaribecausesheisdocumentingrealevents,whyisitsonecessaryforMaritocreateaplaceinwhichtowrite?VirginiaWoolf’sbookwaspublished(1929)andthisstorytakesplaceinthe1940s.Whywoulditbeimportantforgirlsandwomentoexploretheirfeelingsinwritingduringthoseperiodsinhistory?

Chapter17.

WhatdoyouknowaboutPearlHarbor?HowdidthiseventinAmericanhistoryaffectNorway?

DescribeMari’s relationshipwithher sister Lise.Howdo they ful:ill the roles of theolder andyoungersibling?

Chapter18.

Eventhoughitisatimeofwarandoccupation,thefamilycelebrates.Discusstheholidayritualsseeninthischapter.IfyoureadODIN’SPROMISE,compareJulin1940toJulin1941.

Chapter19.

Lisebringsuphowsheviews thehealthof familymembers.CompareandcontrastLise’sviewwithMari’sandthendiscussMari’sresultingfeelings.

TheNorwegianwordskattmeans“treasure.”Whattreasuresarefoundintheattic?Howdoyouthinktheywillin:luenceorimpactMari?

Chapter20.

Atthebeginningofthischapter,whatareMari’squestionsaboutLeif?Giveyouropinionsaboutthedynamicsoftheirrelationship.

Discussthefamily’slivingsituation.HowdoesLisehelpMaricometotermswiththesituation?

WhathardchoicesdoesErik,Lise’shusband,havetoface?Trytoimaginehowyouwouldfeelinasimilarsituation;whatwouldyoudo?Haveyoueverhadtomakeadif:icultchoiceaboutfollowingordersorrules?



Chapter 21.

In this chapter readers have a point of view shift with Mari’s letters to Bjorn. Explain this shift in perspective and how this allows readers to experience the story differently.

Make guesses about how and why Goatman enters Mari’s cottage.

Discuss how the humor in this chapter changed quickly to seriousness. What other emotions are conveyed?

Chapter 22.

Discuss Quisling as a character. How and why does he make changes in Norway?

Mari is experiencing headaches in this chapter. Speculate about the source of her pain. Have you ever felt a bodily reaction to difficult times in your life? Explain if you would like.

Chapter 23.

As you read or re-read this chapter, make a list of the stricter restrictions that Quisling dictates.

How does Mari describe what happens to Norwegian men and boys in Russia in her letter to Bjorn?

Chapter24.

Discussthechangesintheschools.WhataresomeoftheteachersdoinginresponsetotheNaziorders?Whataretheparentsdoinginresponse?Haveyoueverbeenmadetodosomethingyoudidnotwanttodo,suchastakeacertaintypeofclass?Howdiditmakeyoufeel?

Chapter 25.

In this chapter Bestemor says, “Dreams sometimes help us fit together bits and pieces of our lives in new ways” (153). Has this ever happened to you? If so, please explain. Have dreams ever helped you in other ways?

What is Bestemor’s idea for Mari during the school closing? How would this change Mari’s life and the lives of her community?

Discuss how you have perceived Mari’s appearance, and how being the point of view character influences this depiction. After reading this chapter, is this image of her appearance any different?



Chapter26.

Discusswhathappenstocomeoftheteachers.Whyaresomearrested?Howcanteachersbe“dangerous?”

DoctorOlsensays,“Oneofthegreatestcrimestheseinvaderscommitismakingeveryone,especiallyouryoungestandbrightest,resistournaturalinstinctstowonderandquestiontheworld”(163).Discusshowalackofquestioningcanleadtobeingcontrolled.

Chapter27.

WhatdoyouthinkabouthowLeifhandlesMari’sencounterwithEdvar?

MaridescribesPer’svisittoBergeninalettertoBjorn.WhataretheJewishpeopledoingatthedetentioncamp?

DiscussMari’sdeepworryabouthelpingDoctorOlsen.Whatdoesthissayaboutherasacharacter?

Chapter28.

Analyzetheactions,dialog,andinteractionsofLeifandMariinthischapter.Howdoesthescenerelatetothechaptertitle.

Chapter29.

Howdoesthechaptertitle“SecretswithinSecrets”mirrorthehiddenthingsinthischapter?

WhatdoyouthinktheBritishagentcouldrepresent?

Chapter30.

Intoday’sworldwehaveconstantandimmediatecontactwithpeople.Mari’sfathertellsherthattheywillprobablynothearaboutRachelandthegirls’fates.Trytoimaginelivinginatimeofwar,butalsoatimepost-warwhenitwouldbehardto:indoutwhathappenedtopeopleyouhelpedorwhohelpedyou,especiallyifnolastnameswereused.Whatwouldthisfeellike?Comparesucharealitytotoday’scommunication.

DiscusshowTerbovenisdifferentfromQuisling?WhatdoesthismeanfortheJewishpeopleinNorway?HowdoesMari’sfamilyreacttoTerboven’schanges?

WhyisMari’shouseagoodlocationtohidetheJewishfamily?

MarihelpstheJewishfamilywhiletheyhideinherhouse.Discusswhatshedoestohelpthem.HowisshelimitedinhermedicalcareofRachel?



Chapter31.

DiscusswhattheShetlandBuswas.Whatrisksweretakenbythis:leet?

WhyweretheJossingpaperssoimportant?

What do Mari and Bestemor disagree about in this chapter? Who relents in thedisagreement?Whatdoesthedisagreementshowabouteachofthecharacters?

Whyisthetitleofthechapter“SuccessandSadness?”Discusstheseconceptsintermsofthechapterscenes.

Chapter32.

What is the threatening news Leif tellsMari andBestemor?Howwould suchnews affectMarionadeep,emotionallevel?

MakeapredictionaboutDoctorOlsenandMari’salternateplanforPer,Astrid,andThor.

Chapter33.

Discusstheimportanceofacting/pretendinginthischapter.Howdoesitleadtosurvival?

In this chapterMari says, “Every voicemust be heardwhenNorway is :inally ours again.Bjornwillhavehisstoriestotell,andwhenitisallpiecedtogether,thetruthwillbestrongerthanalltheNazilies.”Discussthisquotation:howdoesitdemonstrateMari’scharacter?Doyouthinkshehaschanged?Explain.

Chapter34.

ExplainwhyMariwillnotbeabletocommunicatewithAstridandPer.Whatdoyouthinkitwouldliketobecutofffromyourbestfriendscompletely?

Despite the risks,Mari chooses to continue towrite letters toBjorn.Choosing towriteorcreate art during times ofwar has been risky formany artistswho go against the powerstructurewith theirwork. How can creating art in peace time relate tomaking it duringtimesofwar?Forinstance,doyouthinkitisdif:iculttopushyourselftocreatesomething?

DiscussthechangesandcomplexitiesthathavedevelopedbetweenLeifandMari.



Chapter35.

DescribehowstoriesoftheresistancebringhumortoMari’shousehold.

DiscussthesymbolismofBjorn’scarving.Forinstance,whyyouthinktheeaglerepresentstheNazis?

Chapter36.

DescribeMari’s interactionwith Goatman. Once again,what do you think he is doing in thecottage and/or looking for; howdoeshe enter the cottage?Predict his role inBook3of thetrilogy.

AnalyzethescenewhenLeifdeliverstheJulgifts.Makeagridwhereyouseparatethereactions,dialog,andactionsofeachcharacter:Papa,Leif,andMari.

Chapter37.

Doctor Olsen continues to give medical care to the people in the village who are Nazisympathizers.Howdoesthisin:luenceMari’sthoughtsandfeelings?

Mr. Jensen tells Mari, “Don’t forget, skills can be gained by study, but wisdom is gained byliving.”Asastudentandalearner,whatdoyouthinkabouthisadvice?

Chapter38&39.

Leif tellsMari, “Iwon’tchangewhatyoubelieveandyouwon’tchangeme.Butcan’twebothadmittherearereasonsbehindothers’choiceswemaynotunderstand?”Howdoesthisrelatetothethemeoffriendshipinthenovel?Howdoesitrelatetothethemeofwar?

Post-readingQuestions

Makeaprediction aboutwhatwill happen inBook3of the trilogy in termsof the followingcharacters:Mari,Leif,Bjorn,Per,andMari’simmediatefamily.

Whatdoyouknowabout theendofWWII?Howdoyou think thiswillbe shown inBook3,Mari’sHope?



RecommendedRelatedTitles

RECOMMENDEDFORYOUNGREADERS(ORANYAGE):AnneFrank:TheDiaryofaYoungGirl,Frank,Anne,andMooyaart,B.M. BantamBooks.(Reissuein1993)

(The)BookThief,Zusak,Markus.AlfredA.Knopf.(Reissuedin2007)

(The)BoyInStripedPajamas,Boyne,John.DavidFicklingBooks.(Reissuedin2007)

(The)BoyWhoDared:AnovelbasedonthetruestoryofaHitleryouth,Bartoletti,SusanCampbell.ScholasticPress.(2008)

(The)Devil’sArithmetic,Yolen,Jane.Puf:inBooks.(Reprint1990)

Irena’sJarofSecrets,byVaughn,Marcia.Lee&LowBooks.(2011)

StarofFear,StarofHope,byHoestlandt,Jo.WalkerChildren.(Reissuedin1997)

TwentyandTen,Bishop,ClaireHuchet.Puf:inBooks.(Reissuedin1978)

FOROLDERREADERS:

YA/Adult:NorwayWasn’tTooSmall:Afact-basedNovelAboutDarknessandSurvival-IreneLevinBerman.HamiltonBooks.(2016)

YA/AdultnonTiction:SymphonyfortheCityoftheDead:DmitriShostakovichandtheSiegeofLeningrad-M.T.Anderson.Candlewick.(2015)

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Bjorn's Gift Teaching Guide - sandybrehl.com · New doors will open for interested teenagers ... Of course, Remember ... Divide the pairs/groups into beginning, middle, and end