Light-fingered Study Guide - Coteau Books

TheLIGHT-FINGERED GANG

TheLIGHT-FINGERED GANG

11912 : Th e Ma ck en z i e Da v i s F i l e s

Dave Glaze

THE

Light-Fingered Gang

1912: The Mackenzie Davis Files, #1

DAV E GL A Z E

A NOVEL STUDY GUIDE

BY RUTH GARNETT

W W W. C O T E A U B O O K S . C O M

© Coteau Books, 2006.

Teachers have permission from the author and publisher to makecopies of this guide for personal classroom use, personal reference,and student use.

ISBN 10: 1-55050-356-1ISBN 13: 978-1-55050-356-2

Cover images: model: Denique LeBlanc; photographer: Paul Austring; background: “Downtown Saskatoon, c.1912,” courtesy, SaskatoonPublic Library.Cover montage and design by Duncan Campbell.Study Guide design by Karen Steadman.Printed and bound in Canada.

2517 Victoria AveRegina, Saskatchewan Canada S4P 0T2

The publisher gratefully acknowledges the financial assistance of theSaskatchewan Arts Board, the Canada Council for the Arts, theCultural Industries Development Fund of Saskatchewan Culture,Youth and Recreation, the Government of Canada through the BookPublishing Industry Development Program (BPIDP), the SaskatchewanCultural Industries Development Fund, and the City of Regina ArtsCommission, for its publishing program.

Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Introductory Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Beginning the Novel Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Chapter One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Chapter Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Chapter Three . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Chapter Four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Chapter Five . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Chapter Six . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Chapter Seven . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Chapter Eight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Chapter Nine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Concluding Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Supplementary Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

© Coteau Books, 2006. Teachers have permission from the author and publisher tomake copies of this guide for personal classroom use, personal reference, andstudent use.

1The Light-FingeredGang

IntroductionGrades 4–7; Ages 9 and up

Plot SummaryMackenzie Davis can’t figure out what’s going on. Even his dad, a reporter for The DailyPhoenix, is baffled. A car smashed a jewelry store window and thousands of dollars worth ofgems went missing. Pickpockets lurk in alleys.

Mack and his friend Albert spend their days roaming the fast-growing city of Saskatoon andthey see a lot of things others miss. Some people like to blame everything on the Galicianimmigrants, but Mack wants to find the real culprits.

With the help of a mysterious Chinese boy in a city laundry, Mackenzie begins to workthings out.

Message from the Author

This story is a piece of fiction that takes place at a real time (1912) and in a real place (the cityof Saskatoon). Before I started writing The Light-Fingered Gang, I spent a few months visitingmuseums and libraries looking at artifacts, reading books, and skimming the pages of lots ofdaily newspapers published in 1912. Many of the events in this story are ones I read about inthose newspapers. When I learned more about real people like Dr. McKay and JohnDiefenbaker, I wanted them to be part of the story as well. But most of the characters in TheLight-Fingered Gang are made up. They are people that I imagined living at the time of the story.

Often when we hear a story from the past, our first reaction is to think how different lifewas then. How could people live without television, the Internet, cellphones, and fast fooddelivered right to their door? How miserable they must have been! But when we get to knowthe people who lived in a different time, we are struck by how similar they are to us. They lovedtheir parents, had adventures with their friends, and enjoyed an ice cream cone on a hot sum-mer day—just like us! Maybe you will meet some one you know in these pages.

OrganizationWithin this guide you will find a variety of activities intended to help readers appreciate andunderstand the novel The Light-Fingered Gang. Literary qualities are considered, comprehen-sion is examined, and connections to the curricula and to readers’ real lives are pursued. Eachteacher using this guide will be able to choose those exercises that best suit the needs of her orhis students. We encourage you to add other activities as well.

Three categories of responses are offered for each chapter: Preparing to Read, After theReading, and Extending the Reading.

Preparing to Read The first part of the study of each chapter has activities that require class discussion and per-sonal reflection. Students may be asked to make predictions. It is intended to help the studentsanticipate the coming chapter.

After the ReadingDiscussing the chapter: Questions for each chapter target points essential to plot and characterdevelopment. Add other questions of your own. Encourage students to develop questions aboutthe reading that their classmates could answer.

Extending the ReadingFrom the selection of activities in this section, choose some which will add to students’ enjoy-ment of the reading and involve them actively in what they’ve read.

Connections to the Saskatchewan Curriculum GuidesThe Language Arts curriculum (Language Arts: A Curriculum Guide for the Elementary Level,2002) skills of Listening, Speaking, Reading, Writing, Viewing, and Representing are devel-oped in this study. Several themes are dominant in the story: Family Values, SurvivingHardships, Prejudice, Preservation of Heritage, and Adventure. These are developed within acontext of cultural customs, events and issues and our place in history.

Social Studies connections are taken from the Grade Four and Five SaskatchewanCurriculum Guide. (Social Studies: A Curriculum Guide for the Elementary Level, 1995).l Grade Four: Interdependence: Meeting Needs and Wants Through Technology.

Heritage: Immigrants and Settlersl Grade Five: Heritage – Building a Nation: Immigration, Confederation, the

Canadian Pacific Railway, the Treaties, and the Wars


2 The Light-FingeredGang

Introductory Activities

• Local museums in many communities give students a chance to place themselvesin a setting much like that of the story. Take notice specifically of boardwalks,hardware stores, Chinese laundries, clothing stores, and vehicles of the era. TheWestern Development Museum has several locations throughout Saskatchewan.

• Each chapter ends with an article from The Daily Phoenix. Have students exam-ine a daily newspaper, identifying various parts: editorials, news articles, adver-tising, sports articles, human interest articles, etc. Working in groups, have stu-dents select various articles of interest from the daily newspaper, discussing rea-sons for their selections. Ensure that students understand the differencebetween a factual (news) article and an opinion (editorial). Each group couldchoose a representative to read aloud portions of an article, and discussion canfollow as to what attributes make an article worthy for publication.

• A major attraction that takes place in the story is the circus, complete with astrongman sideshow attraction. Saskatchewan has its own historical strongman,Édouard Beaupré, the Willowbunch giant. The CBC news archives have a shortclip from 1999 regarding the returning of Édouarde Beaupré’s remains toWillowbunch. This could be included as background information to help stu-dents understand the excitement that the circus brought to Saskatoon in 1912.http://archives.cbc.ca



Beginning the Novel Study

• Literary Connections: Each chapter ends with an article from the The DailyPhoenix. These pieces are based on articles published in The Daily Phoenix andThe Daily Star, the two daily newspapers operating in Saskatoon in 1912.Additional articles appear at other times in the story. Students should be famil-iar with newspaper journalism – a good resource is Newspapers in Education,available from many daily newspapers, including the Saskatoon StarPhoenix.comprehensive teaching resource from the Saskatoon StarPhoenix.

• Several references are made to “The Legend of Sleepy Hollow” by WashingtonIrving. Read the original to the class, and make it available for student reading.

• Choose from a selection of picture books that are set on the Canadian prairiesin this time period. Some possibilities are:

• Belle’s Journey by Marilynn Reynolds. Illustrated by StephenMcCallum. Orca Book Publishers, 1993.

• Josepha, a prairie boy’s story by Jim McGugan. Illustrated by MurrayKimber. Red Deer College Press, 1994.

• The Prairie Fire by Marilynn Reynolds. Illustrated by Don Kilby.Orca Book Publishers,1999.

• Prairie Willow by Maxine Trottier. Illustrated by Laura Fernandezand Rick Jacobson. Stoddart Kids, 1998.

• The Light-Fingered Gang is the first in the series 1912: The Mackenzie DavisFiles. Students may be interested in reading further adventures.

• Other juvenile novels for supplementary reading that are set in the same gener-al time period in Saskatchewan are listed at the end of this guide.

• Vocabulary development: Have students begin vocabulary charts, and enternew vocabulary during and after each section they read. Use the chart (page 5)or have students make design their own chart.

• The Daily Phoenix article at the beginning of the book highlights the incrediblegrowth spurt that is occurring in Saskatoon at the onset of the story. Importantto note is that city development and growth is accompanied by challenges suchas the construction of buildings, power systems, water and sewer systems, andpaved streets and sidewalks. Use the following topics as discussion starters.

• Define infrastructure. (Students may need the help of a diction-ary). What services would be considered important for the infra-structure of a developing new city on the prairies in 1912 inCanada?

• How does the growing infrastructure impact on people’s lives? • What will happen if there are not enough labourers to do the

work? Brainstorm ideas to increase the labour force.





New Vocabulary

Page Word Definition

Chapter One: Friday, July 9, 1912(Pages 1–19)

SummaryReaders are introduced to best friends Mackenzie and Albert, who plan to retrieve droppedcoins and other treasures from beneath the wooden boardwalks of 1912 Saskatoon. Ruth Annand Eunice are classmates of the boys who engage in reciprocal name calling and innocent teas-ing. A visit to the office of Mackenzie’s father, a reporter for The Daily Phoenix, gives the read-er a glimpse of life in the newspaper business. We learn of the housing conditions for people atthe time, particularly the immigrant workers. An article in The Daily Phoenix reports aboutanother automobile accidentally crashing through a store window, due to having been parkedin the wrong gear. We witness a confrontation between a horse-drawn carriage and a modernmotor car. Mackenzie’s father does some investigating about conditions that could be promot-ing typhoid fever. Various construction projects are chronicled, with immigrant Galicians asthe primary source of labour. One of Mackenzie’s chores is hauling buckets of water for his fam-ily, as sewer and water systems are not yet in place in all homes, making cleanliness and hygienea constant worry.

The Daily Phoenix article gives an overview of the circus that will be arriving in one week,with a special preview attraction arriving by train the next day: the Mighty Marmaduke, astrongman willing to take on all challengers.

Preparing to Read

• In this chapter, we meet Mackenzie and Albert. What do you think everydaylife was like for children in Saskatoon in 1912? What do you think boys mighthave done in their spare time?

• As you are reading, watch for the mention of landmarks in Saskatoon.

• Watch for ways in which life was different before modern technology.

After the Reading

• Albert had a plan for Mackenzie and himself to get rich. Explain the plan andwhy you think it might or might not work.

• Who were the Galicians and why were they in Saskatoon? What were some ofthe attitudes that people had towards immigrants? How can you tell?

• Would you have wanted to live in Saskatoon in 1912? Give reasons why or whynot.



Extending the Reading

• Have each student begin a Current Events Scrapbook, consisting of clippingstaken from the daily newspaper. Articles could consist of local, national, inter-national, or human interest events, or a combination. Ask students to write ashort personal response for each article chosen.

• Character Development. On the following pages are two options for students toshow their understanding of character development. Begin a character chartusing one of the models, or have students design their own.

• Research Tom Longboat and Johnny Hayes, marathon runners of the time. SeeInternet links in the Resources section at the end of this guide.



Character DevelopmentChoose a character from the story and write his/her name in the centre oval. Write four char-acter traits in the joining smaller ovals, and then following the arrows, write evidence for eachtrait in the large ovals. Remember to use page numbers for reference.



Character DevelopmentFill in the chart with information the author has given you about characters from the story.



Character Character Trait Clues that Prove this Trait Page

Chapter Two: Saturday, July 10, 1912(Pages 20–48)

SummaryMackenzie dreams about items he pictures in the Hudson’s Bay company catalogue, as hismother prepares his father’s shirts for Mackenzie to deliver to the Chinese laundry. Once there,he witnesses the rude behaviour of a customer, and we begin to understand the cultural andlanguage barriers that exist, along with an undercurrent of racism. Excitement for the upcom-ing circus builds. A local man, Henry Lavallée, decides to challenge the Mighty Marmaduke ina boxcar-pulling event, as onlookers place bets. They advance to a sod-tearing contest, with asurprising result. Mackenzie and Albert continue along and watch the early stages of the diffi-cult construction of an apartment building. After Albert leaves, Mackenzie wanders down analley where he is hassled by some men who appear to be having business dealings there, includ-ing a man with a tweed cap pulled down to his ears. We see more evidence of a class system,and note the fierce pride and work ethic of the Galician workers. Mackenzie’s mother is frus-trated and fearful for her family because of the danger of typhoid fever.

The Daily Phoenix article warns of the spread of typhoid fever, due to the unsanitary condi-tions of sewer and water systems. A permanent solution is seen, with the development of sewerand water infrastructure.

Preparing to Read

• Discuss the meaning of prejudice with students, particularly with respect to eth-nic groups. Have students find dictionary definitions of “prejudice” and “stereo-type” and discuss the connections. Elicit from students the difference betweenfact and opinion, and discuss how these concepts can change attitudes towardsan individual or group of people.

• In this chapter we see more of life in 1912 Saskatoon, including special eventsand some concerns. Watch for signs of unfair treatment to different groups ofpeople.

• There is one item that every boy dreamed of owning. Can you guess what itmight be?

After the Reading

• Explain why some people took their clothes out to the laundry to be washed,instead of washing them at home. How do you feel about the way Mr. Lee wastreated by his customers? Why do you think he received this treatment?

• Do you think that Henry Lavallée cheated in the strong man competition withthe Mighty Marmaduke? Defend your answer.



• Give examples of how the Galician construction workers were treated by theirbosses. Why do you think they continued to be hard workers, regardless of howthey were treated?

• Mackenzie happened upon three men in the alley, who seemed agitated whenthey saw him. Mackenzie shows some characteristics of a good reporter. Explainwhat these are.

• Mrs. Davis was frustrated and worried by the poor water and sanitation condi-tions. Explain what her concerns were and how she felt.


• Continue to work on the Current Events Scrapbook activity.

• Continue to work on character charts.

• Have students find information about circus sideshow attractions. ASaskatchewan connection is Édouard Beaupré, the Willowbunch giant.



Chapter Three: Monday, July 12, 1912(Pages 49–69)

SummaryMackenzie and Albert crawl beneath and explore a different area of the boardwalk, searchingfor treasure. We hear teasing insults from the girls walking above and matching replies from theboys below. A bank clerk from Ontario is disgusted by his living conditions and tries to findmore modern accommodations by placing an ad in The Daily Phoenix. Mackenzie and his fatherwalk through the Canadian Northern railway station, where Mackenzie spots the tweed-capped man from Chapter Two, elbowing his way towards the passengers. Mackenzie’s dad talksabout the new arrivals and their possible reasons for coming to Saskatoon. Mackenzie helps hisGalician friend Stanley sell his newspapers, which are bought from a young John Diefenbaker,who states his aspiration to become Prime Minister one day. Mackenzie gets a ride with HenryLavallée on his horse drawn-wagon, across the bridge and up the hill to Victoria Avenue, todeliver kegs of nails to construction sites. They notice how quickly construction is being com-pleted on many buildings.

The Daily Phoenix article warns about a gang of skilled pickpockets in Saskatoon.Unfortunately no information is available from victims that can lead to an arrest, and thepolice warn of possible thefts from visitors during the annual circus.

Preparing to Read

• In this chapter we find out more about the daily routines of different charactersin the story. Be watching for a certain person, important in Canadian history.

• Watch for information about different ethnic groups immigrating to Canada.

After the Reading

• Mackenzie and Albert exchanged some rude comments with Eunice and RuthAnn. How can you tell when teasing turns into bullying?

• Some parts of Saskatoon were quite modern, and some were still very primitive.Design a chart, comparing some of these differences. Discuss some of thechanges that have since been made, leading into the 21st century. This activitycan be adapted to your own city or community.

• There were many hardships in Saskatoon in 1912. Why do you think so manyimmigrants still wanted to come? List some of the countries from which theycame. Make a chart or post a world map in the classroom showing countries oforigin for all students. Include North American origins for First Nations stu-dents.






• Have students research the young John Diefenbaker, especially his career sellingnewspapers in Saskatoon. If you live in Saskatoon, you may be able to visit thestatue at the corner of 21st Street and 1st Avenue, of John Diefenbaker sellinga newspaper to Sir Wilfrid Laurier.http://www.collectionscanada.ca/primeministers/h4-3182-e.html



Chapter Four: Tuesday, July 13, 1912(Pages 70–91)

SummaryNews of another typhoid death reaches the office of The Daily Phoenix. This time it is the youngchild of a Galician family. Ethnic slurs are made towards Galicians – that they are unfit anduncaring parents who allow their children to drink unclean water. Mackenzie and Albert wit-ness a group of boys swarming and taunting the Chinese boy from the laundry, while he is mak-ing a delivery. Mackenzie and Albert search for coins under a boardwalk, with surprising results.Mackenzie learns that a car has once again backed into a store window – at Syman’s, a jew-ellery store. He also visits a hardware store to see a pocket knife he wishes he could have andchats with John Diefenbaker. Mackenzie learns that his Galician friend Stanley is planning toquit school, so that he will be able to work more to help support his family. Mackenzie spotssome suspicious looking characters whom he suspects could be the pickpockets. Mackenziecontinues to help out his family by hauling clean water from the neighbours. Although tempt-ed to save time by getting the water from a nearby well that may not be safe, he remembers see-ing a small boy (who died of typhoid) in his coffin, and he resists the temptation.

The Daily Phoenix advertises a storewide clearout of water- and smoke-damaged goods fromthe J.F. Cairns store. Women are advised not to wear white skirts, presumably as the smoke willhave left traces on all merchandise.

Preparing to Read

• In this chapter we witness behaviour towards groups of people or individualsthat is cruel and mean. Watch for this behaviour, and be prepared to discuss itafter the reading.

After the Reading

• Do you think the Galician family could have prevented the typhoid death oftheir young child? Give reasons why you believe your opinion.

• How is Mackenzie’s family similar to this Galician family? What mightMackenzie have been thinking when he overheard this conversation?

• Why do you think the gang of boys surrounded the Chinese boy as he was mak-ing his laundry delivery?

• Explain how Ruth Ann and Eunice discovered that Mackenzie was under theboardwalk.

• John (Diefenbaker) tells why he believes that one day he will be Prime Ministerof Canada. What can you tell about his character from this part of the story?






• References are made to Ichabod Crane in this chapter. Read aloud “TheLegend of Sleepy Hollow” by Washington Irving and have students comparethe character of Ichabod with the storekeeper in this story. Your teacher-librari-an will be able to locate a copy for you.



Chapter Five: Wednesday, July 14, 1912(Page 92–102)

SummaryCrowds are lining up to shop at the sale at the Cairns store, and Mackenzie is required to lookafter his baby sister while his mother shops. He sees a runaway team of horses heading towardthe shoppers and watches a heroic rescue by Henry Lavallée. Mrs. Davis is concerned, as babyNellie appears to have a fever. Mackenzie spies the pickpocket suspects, and witnesses theirharassment of the Chinese laundry delivery boy. Nellie’s fever worsens, and Mackenzie’smother is frantic after a house call from Dr. Weaver.

The Daily Phoenix article reports a suspected theft from the jewellery store after a freak acci-dent. An automobile was parked, with the back end facing the front of the store. Whencranked to start, it bolted backwards through the store window, allowing the jewels on displayto be scattered in the street. Although police were called and onlookers kept under control, itwas presumed that a quantity of the larger jewels had been stolen.

Preparing to Read

• In this chapter Mackenzie is gathering more evidence about the suspected pick-pockets. Watch for clues as you read.

• Many dangers existed in 1912 that do not exist today. Notice some of these inthis chapter.

After the Reading

• Children were given important responsibilities as part of the family. Explainwhat some of these were in the story, and compare these to some of the familyresponsibilities that you have.

• What do you think the relationship is between the Chinese delivery boy andthe man referred to as “Ichabod Crane”? Give evidence to support your views.




• Have students conduct research on typhoid fever. Why was it a threat to pio-neering communities and the development of city life? Why is typhoid still aconcern today?



Chapter Six: Thursday, July 15, 1912(Pages 103–112)

SummaryMrs. Davis has extra errands for Mackenzie to run, because she is tending to baby Nellie, whostill has a fever. Mackenzie tries to make a toy for her, but is not allowed to use a kitchen knife.Stanley suggests an “old world” remedy for Nellie, but Mackenzie heads off to the pharmacy tofill a prescription. We learn of the Galician rooming house and bathing customs, and as aresult, Albert thinks he has found another lucrative portion of the boardwalk. Suspicions ariseregarding the stolen jewels. Albert’s mother diffuses another gang incident involving theChinese boy, and enlists Mackenzie’s help. Mackenzie succumbs to temptation.

The Daily Phoenix article announces a $75 reward for information leading to the return ofrings and loose diamonds that were stolen during the unfortunate automobile accident twodays before. Suspects could possibly be injured, as jewellery could have been scattered amid thebroken glass.

Preparing to Read

• In this chapter, Mackenzie is worried about his little sister. Watch for ways inwhich he tries to help her.

• Albert mentions that he saw someone quickly leave the jewellery store. Whodo you predict is the thief?

After the Reading

• What was Stanley’s suggestion about medicine for Nellie’s fever? Why do youthink Mackenzie responded the way he did?

• Do you think that Stanley is involved in stealing the jewels? Give evidence tosupport your opinion.

• Mrs. Crawley effectively stopped the gang when they swarmed the Chinese boyagain. Did her behaviour surprise you? Why or why not?






Chapter Seven: Friday, July 16, 1912(Pages 113–128)

SummaryMackenzie notices an article in The Daily Phoenix about the impurity of milk in Saskatoon andhow this could be the cause of the death of ten babies. He races home to prevent Nellie fromdrinking any more milk that has not been pasteurized. Albert and Mackenzie venture underthe boardwalk, and this time, in addition to finding a few coins, they discover a small purplevelvet bag. Inside they find loose diamonds and five rings. Before they get a chance to escape,they are discovered by the thieves, the same men that Mackenzie had suspected days before.Lester and Ezra trap the boys under the boardwalk, using rocks and dirt to fill the entryways.When rain begins to fall, the thieves leave the boys unguarded and someone moves the rockguarding the entryway, allowing Albert and Mackenzie to escape the muck hole under theboardwalk. Mackenzie arrives home a muddy mess and tells his father about discovering thediamonds and the thieves. Mr. Davis immediately heads for the police station. Mrs. Davis,however, is furious with Mackenzie, not only for continuing to crawl under the boardwalk andget his clothes filthy, but for putting himself in danger. Mackenzie continues to worry about hisbaby sister, and begins to whittle a wooden toy for her.

The Daily Phoenix article heralds the arrival of the circus, with descriptions of the undertak-ings required for set-up, the upcoming parade and some of the exotic animals that are includ-ed in the circus. It is meant to stir up excitement in the city for the upcoming circus.

Preparing to Read

• Mackenzie reads that there is another health danger to babies, in addition todirty water. What do you think it might be?

• In this chapter Mackenzie and Albert explore beneath the boardwalk again.What do you predict will happen?

After the Reading

• What information did Mackenzie read in the paper that gave him a clue aboutNellie’s illness? How did he react? How do you think his mother will react?

• Albert says that Mackenzie sounds like Albert’s mother. Why does he say this?Do you think this is a compliment or a criticism? Explain.

• Do you think Ezra and Lester were equal partners? Give evidence to supportyour opinion.

• Who do you think moved the stones which blocked the exit from under theboardwalk? Why would this person want to help Albert and Mackenzie?



• Give reasons why Mrs. Davis was so upset with Mackenzie’s actions.

• How do you know that Mackenzie loves his baby sister?




• Have students research the history of Louis Pasteur and pasteurization.



Chapter Eight: Saturday, July 17, 1912 (Pages 129–151)

SummaryNellie is recovering from the undiagnosed illness. Mackenzie gives her the toy he made, usingthe knife he says he borrowed. Mrs. Davis is more relaxed and cheerful and suggests Mackenzieleave his chores and have some fun at the circus. Mackenzie returns the “borrowed” knife tothe store. Mackenzie and his father head to the police station to make a report on the discov-ery of the jewels and Mackenzie already has plans for the reward money. They catch the end ofthe circus parade, and Mr. Davis has tickets for Mackenzie as well as two extra tickets.Mackenzie helps Stanley with his new job, working for Henry Lavallée. He discovers thatStanley was at the jewellery store the day of the accident at his mother’s request, to sell herrings for extra money. Mackenzie first tries to give the circus tickets directly to the boy fromthe Chinese laundry. Then he leaves the tickets with Mr. Lee, who says the boy isn’t there.Mackenzie and his father attend the circus, and Mackenzie buys a program from John(Diefenbaker), who again shows his work ethic. Mackenzie sees the jewel thieves at the circus.This time he witnesses them actually picking pockets. They then trap Mackenzie and want thereturn of their jewels. Sergeant Devereaux happens by in time to allow Mackenzie to get away,and to apprehend the thieves. Mackenzie pursues the Chinese boy and learns that he can speakEnglish, and in fact was the one who helped the boys escape from beneath the boardwalk. Thecircus begins.

The Daily Phoenix article reports record business for the ice cream parlours. Modern tech-nology is being used in one business, where a continuous ice cream freezer has been installed.Health concerns are no longer an issue, as only the purest milk is used in production.

Preparing to Read

• What do you predict will happen to the thieves?

• Who do you think helped the boys escape from under the boardwalk? Whatevidence can you give for your theory?

After the Reading

• Mackenzie stole the knife from the store to make a toy for his baby sister. Howdo you feel about his actions? Would you have acted any differently? Is it everright to be dishonest? Explain.

• What were Mackenzie’s plans for the reward money? What do you thinkAlbert’s plans might be?



• We now know why Stanley was at the jewellery store during the crash and whyhe ran away, even though it made him look suspicious. Can you give otherexamples of prejudice in this story? Recall how characters in the story reacted,and discuss ways to handle situations in our own lives.

• When Mackenzie offers circus tickets to Mr. Lee, the man says there is no boyworking for him. Why do you think he does this?

• John is selling programs at the circus. Knowing the real-life person that thischaracter is based on, what more can you tell about his views on life?

• The Chinese boy and Mackenzie have finally made a connection. Predict whatyou think their relationship might be in the future.




• Sometimes people expect others to behave in a certain way because theybelong to a certain group. In this story, both the Chinese and Galician immi-grants are perceived in stereotypical ways by some characters. Have studentsrecall some of these attitudes. In this chapter Mackenzie extends friendship tothe Chinese boy. Lead a discussion with students chronicling the developmentof Mackenzie’s attitude towards this boy.

• Prejudice is a major theme in this book. Have students create scenarios whereprejudice is an issue, and role play ways of handling different situations.Discussion should follow. A natural follow up would be to extend the analysisof prejudice to other bullying situations.



Chapter Nine: Monday, July 19, 1912(Pages 152–155)

SummaryThe Davis family recalls the circus over breakfast. Mr. Davis’s next interview is with SergeantDevereaux, regarding the court date of the two suspected thieves. Nellie has returned to goodhealth, and family life returns to normal. Mackenzie plans to meet his father to spend his por-tion of the reward money. He has already chosen the knife he wants to buy. The chapter endswith another article from The Daily Phoenix, this time chronicling the pretrial hearing of EzraCoates and Lester Laird, now dubbed The Light-Fingered Gang.

Preparing to Read

• What do you think Mackenzie will buy with his portion of the reward money?What do you think Albert will buy?

After the Reading

• The life of a reporter is never dull and Mr. Davis is always looking for an inter-esting news story. What characteristics do you think a good reporter shouldhave?

• Owning a knife was very important for Mackenzie. Why do you think it wassuch a treasure for boys?


• Complete the Current Events Scrapbook activity.

• Complete character charts.



Concluding Activities

The following questions could be answered in oral or written format. You can have your stu-dents share their opinions before they answer, or have them respond independently.

Thinking About the Characters

• Look back over the character charts and the traits you recorded for each char-acter. Use these jot notes to create a profile of one of the characters. In yourprofile describe how your opinion of the character changed as you read moreabout him or her.

• Think about one of these characters: Mackenzie, Albert, the Chinese boy,Stanley. How is your personality similar to this character’s? How is it different?Use a Venn diagram (page 26) to help make the comparison.

Thinking About the Story

• What does this book teach you about the role of men and women inSaskatchewan in 1912?

• What does this book teach you about family life and relationships between fam-ily members at that time?

• Would you enjoy living during the time of this book? Explain why or why not.

• How are the Galician immigrants portrayed in this story? How are the Chineseportrayed? Do you think the descriptions are stereotyped or realistic? Defendyour opinion.

Host an old-fashioned field day that parents are invited to attend. Hold events such as three-legged races, wheelbarrow races, sack races and various relays (carrying an egg on a spoon).Have treats such as watermelon (maybe have a seed-spitting contest) and churn real icecream. Only old-fashioned drinks should be served, such as lemonade or iced tea. Enlist par-ents’ help and have fun!



Supplementary Activities

• It is important for students to understand that it was difficult for people of thetime to purchase many items locally. Catalogue shopping was one importantway that people could obtain goods not available in stores. Local museums,libraries or grandparents may have copies of Eaton’s or Hudson’s Bay Companycatalogues from this time period. Have students peruse catalogues to show tools,new technology, clothes, medications, etc. available in the early 1900s on theprairies. It is interesting to note that houses could be purchased through theEaton’s catalogue. Give the students a certain amount to “spend” and allowthem to “shop” from the catalogue. The Hockey Sweater by Roch Carrier illus-trates the point that items received are not always the same as items ordered.

• Have students do research projects on:• Historical characters from the story: John Diefenbaker as paper-

boy, Tom Longboat, Johnny Hayes• Olympic track and field athletes from Saskatoon: Ethel

Catherwood, Diane Jones-Konihowski, paralympic athlete ColetteBourgonje (former biathlon and cross-country runner who nowcompetes in para-Nordic skiing and wheelchair racing, due to anaccident which left her a paraplegic).

• Édouard Beaupré, the Willowbunch Giant, or another circussideshow attraction.

For students who live in or visit Saskatoon:

• Walking tour of south downtown Saskatoon, specifically the Victoria (Traffic)Bridge and surrounding area.

• Tour of the Western Development Museum.



Resources

Newspapers in Education: a teaching resource from many daily newspapers includingthe Saskatoon StarPhoenix.

Resources on marathon runners Johnny Hayes and Tom Longboat:http://www.runningpast.com/johnny_hayes.htm

http://www.histori.ca has a section of historical footprints (video and audio) – specif-ically a section for Canadian track and field athletes, including Tom Longboatand Saskatoon Olympians, Ethel Catherwood and Diane Jones-Konihowski.

Resources on Saskatoon paralympic athlete Colette Bourgonje:http://www.paralympic.ca/

Resources on Édouard Beaupré, the Willowbunch Giant:http://www.bigthings.ca/sask/giant.html

Supplemental Literature

Saskatchewan History:• Tunnels of Treachery by Mary Harelkin Bishop, (and others in the

Tunnels series). Coteau Books, 2003.• Nettie’s Journey by Adele Dueck. Coteau Books, 2005.• Adeline’s Dream by Linda Aksomitis. Coteau Books, 2005. • The Secret of Sentinel Rock and The Secret of the Stone House by

Judith Silverthorne. Coteau Books, 1996, 2005.Picture Books:

• Morgan the Magnificent by Ian Wallace. Groundwood Books, 1988.(circus theme)

• The Hockey Sweater by Roch Carrier. Tundra Books, 1984. (cata-logue shopping)



Venn Diagram



THE LIGHT-FINGERED GANG STUDY GUIDEISBN-13: 978-1-55050-366-1ISBN-10: 1-55050-366-9$9.95CAD/$8.95 USD

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Coteau Books gratefully acknowledges the financial assistance of the Saskatchewan Arts Board, the Canada Council for theArts, Canadian Heritage through its Book Publishing Industry Development Program, the Association for the Export of

Canadian Books, Saskatchewan Culture,Youth and Recreation through the Saskatchewan Cultural Industries DevelopmentFund, SaskCulture, and the City of Regina Arts Commission.

Documents

Light-fingered Study Guide - Coteau Books