Your Reading Companion 

Name: _______________ 

Team & Block: ______________   

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 Table of Contents 

Becoming a Global Citizen

Pre-Reading Activity—Word Sort

War in Sudan

War in Sudan Notes

Documentary Notes for God Grew Tired of Us

What is a Refugee?

Anticipation Guide

WORD GAPS!

Visual Vocabulary Activity

Vocabulary Fill-in-the-blank

Section 1: Reading Comprehension Questions

Section 1 Prompt: Chapter 4

Section 1 Prompt Graphic Organizer

Planning an Essay -- The Tutorial

Section 2: Reading Comprehension Questions

Section 3 Reading Comprehension Questions

Section 3 Writing Prompt

Section 3 Graphic Organizer

Section 4 Reading Comprehension Questions

Section 5 Reading Comprehension Questions/Prompt

Section 6 Reading Comprehension Questions

Post Novel Debate

  

  

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Becoming a Global Citizen We live in a huge world. Although we might be in Hudson, Massachusetts in the United States, there are people like us all over the world. They may look different, speak different languages, dress differently, eat differently, or live differently but we are all citizens of the same world. A citizen is an inhabitant of a city, town, state, or nation. You are all citizens of Hudson, Massachusetts and the United States. You are ALSO a Global Citizen.

You are a member of THE EARTH = THE WORLD = THE GLOBE. You have a responsibility to be a member of this world and to do your part. Let’s talk about the key elements for responsible Global Citizenship.

As we begin this unit, we need to recognize that the experiences we read about may not be the same as our own. We should try to expand our view of the world and learn about the way other people live each day. A Long Walk to Water is a novel that can teach you a lot—if you open your mind to it.

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Pre-Reading Activity—Word Sort Using the words given below, you will create four categories. Placing one category in each column, copy

and paste the words into the appropriate category. Then, in the space below that, write a few complete sentences that predict what the story will be about based on the words you just sorted.

Water Desert War Barn Religion

Lost Refugee Ethiopia Exhaustion Crocodile

Gun Mosquito Mango Bees Family

Predicting:

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War in Sudan Before South Sudan gained independence in 2011, Sudan was the largest country on the African continent. It bordered Egypt and Libya to the north, as well as seven other nations to its east, west, and south. This informational text explains the causes and results of the civil wars in Sudan and South Sudan.

Conflicts in the country of Sudan began as early as 1953.

Before 1953, Britain and Egypt both controlled northern

and southern Sudan, but they each kept their own section

separated. These separate territories of Sudan had big

cultural differences. When Britain decided to give Sudan

its independence in 1953, Britain combined the two

regions without talking to Sudanese leaders. Having

these two areas smooshed together without any real

planning was not a great idea.

The change caused conflict between the south and the north of Sudan. The south feared that the north

would attempt to control the entire country. Southerners believed the new “independent government”

did not give them equal power to the north.

THE FIRST CIVIL WAR

In 1955 and the 1970s, the northern and southern parts of Sudan started to have a lot of conflicts with

each other. Southern people felt they were being bossed around by a mostly northern government that

did not really understand them. There were many different groups of southern rebels-- some even fought

each other! Mainly, they wanted to fight back again the northern government’s army.

No matter who was in charge, for about 20 years, there was very little safety and peace in Sudan-- you

never knew who was fighting and/or what side a person might be on. There were lots of conflict based

on where you lived, what tribe you came from, what religion you practiced, or what language you spoke.

The Southern Sudan Liberation Movement (SSLM) formed during this period. It was an organization that

officially called for South Sudan to be its own independent country. The SSLM united all the southern

rebels that had been fighting against the north.

5 The first civil war ended in 1972 when both sides finally came to an agreement: the Addis Ababa

Agreements, named after the capital city of Ethiopia, where the two sides met to discuss conditions for

peace. Sudan would remain one unified country, but the south was given a greater amount of power in

governing their own region. However, some of the southern leaders were not so sure about the peace

agreement and whether or not it would work.

THE SECOND CIVIL WAR

Violence restarted in the early 1980s, when large

oil reserves were discovered on the border

between the north and south. Money from oil is a

large part of Sudan’s economy, so this was an

extremely important discovery. President Gaafar

Nimeiry attempted to seize complete control of the

oil fields for the north only. He also declared Sudan

an all-Muslim nation-- so no one else could

practice any other religion! The two sides

continued to fight back and forth-- in words and in actions.

In 1989 it got even worse when the politically and religiously extreme Omar al-Bashir seized control and

made himself head of all parts of the government. The south lost hope.

As violence grew, another crisis hit Sudan: a famine. An extreme drought led to food shortages that

happened at the exact same time as the ongoing civil war. The

drought and famine only made the suffering in the country

disastrously worse.

The two sides finally reached an agreement in 2005. It was called

the Comprehensive Peace Agreement. The agreement said that the

south would live under mostly independent law for six years, and

then it would hold an election to decide whether to stay connected

with the north or leave permanently. It was also agreed that any profits from the oil reserves on the

border would be divided equally between the north and the south.

6 RENEWED VIOLENCE

In 2011, following the Comprehensive Peace Agreement, South Sudan voted overwhelmingly to separate

from the north and establish their own country.

Unfortunately, independence did not erase the many ethnic

and political divisions among South Sudanese citizens. In

December 2013, violence broke out between two opposing

political groups. It continues to this day.

A HUMAN RIGHTS CRISIS

The endless cycle of violence in Sudan and South Sudan led to

truly awful actions against innocent people. The international

community has condemned human rights violations 1

committed by all sides during these wars.

Over the years, more than 4.3 million people have been

forced from their homes. Some of the displaced people

headed to nearby countries, where they live in refugee

camps. Others have fled to safer, more isolated parts of

Sudan. Refugees struggle to access food, clean water, and

shelter.

In addition, over 2 million people have perished. Still 2

others have died of starvation because of the drought. Soldiers from all sides often burn villages and steal

possessions and animals. They even sometimes kidnap young boys from a village and force them to serve

as child soldiers. Child soldiers are often not given enough to eat and are sent into the deadliest battles.

Nearly 5 million more people remain in desperate need of food and other aid. Efforts from international

organizations like the United Nations have not proven to be enough to relieve the suffering of Sudanese

and South Sudanese refugees.

Adapted from “War in Sudan” by Jessica McBirney. Copyright © 2017 by CommonLit, Inc. This text is licensed under CC BY-NC-SA 2.0. Edited for vocabulary and some content by Ms. Lahey.

1 to express complete disapproval of something 2 to die in a violent or sudden way

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War in Sudan Notes Map of Africa

Geography

● Sudan started as ONE country in Africa. List three countries that border Sudan:

_________________________________

_________________________________

_________________________________

Government

● Before 1953, which two countries controlled northern and southern Sudan?

_________________________________

_________________________________

_________________________________

First Civil War

● The First Civil War ended because both sides came to an agreement. In the agreement, what did the south get? _______________________________________________

Second Civil War

● President Gaafar Nimeiry of Sudan did two big things in the 1980s that upset the south—what were they? __________________________________________________________________________

_______________________________________________________________________________

● As violence grew between the north and south, what also occurred that caused even more struggle in Sudan? ________________________________________________________________

Independence

● In __________ South Sudan voted to establish their own country. ● Since the Second Civil War __________________ people have been forced from their homes and

______________ people have perished.

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Documentary Notes for God Grew Tired of Us As you watch this documentary, we will be pausing occasionally to record our thoughts and feelings about the film. When your teacher directs you to do so, you will record your notes here.  

Describe the moment from the film  Describe your thoughts, feelings, questions, or connections about the moment from the film 

Example: The opening scenes show a lot of images of Sudan 

Example: I have never been to Africa, but some of these images are familiar to me from my schema 

     

     

     

     

     

     

     

     

     

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Introduction to Novel Study Unit: A Long Walk to Water What is a Refugee?

A refugee is a person who ______________________________________________ due to human rights abuses they have suffered there because of who they are or what they believe in, and whose own government cannot or will not protect them (defintion from www.amnesty.org/en/refugees-and-migrants/rights-of-refugees-and-migrants).

Numbers & Stats

1. There are currently ________________________________ people on this planet who have been forcibly displaced from their homes.

2. There are currently approximately ____________________________ refugees in the world. 3. 57% of the world’s refugees came from three countries in 2019-- they are South Sudan (with

____ million refugees), Afghanistan (with ____ million refugees), and Syria (with ____ million refugees).

4. The country of Turkey is currently hosting about ______________________ refugees.

What is a Refugee Camp? A refugee camp is a ___________________________ built to receive people who have had to flee their own country. Camps can have up to 100,000 people. Refugee camps are usually built and run by a government, the United Nations, or organizations like the Red Cross. One problem with refugee camps is that they are only designed to meet basic human needs for a short time, yet often the camps remain for a lot longer. Due to crowding and lack of solid design, refugee camps can become unhygienic, leading to epidemics of disease or other illnesses. Can a refugee return to his/her country? It is possible for refugees to return to their own countries—if a war ceases or the original threat is gone. For most refugees, however, they cannot or will not return home. Open Response If you were forced to leave your home, what would you miss most? How would you feel? Who would you struggle to survive without?

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Anticipation Guide 

Directions: Read and think about each statement. On the left-hand side, write A for agree in the 

blank if you believe the statement OR write D for disagree in the blank if you do not believe the 

statement. On the blank right-hand side, record some ideas/evidence from your life or learning 

experiences to support your claim. Be prepared to support your ideas in writing and orally as part of 

class discussion.   

(D or 

A) 

Claims  Evidence from your life or what you already 

know/ Supporting Ideas 

   Man is basically good.    

   Force may be needed to get things 

done. 

  

   Man will behave badly without laws.    

   Man must care for himself first 

before he can help others. 

  

   When a government is corrupt, people 

must rebel. 

  

   Government’s job is to make laws, and 

make people obey them. 

  

   War is a necessary evil (in other 

words, war is sometimes necessary) 

  

   The differences between right and 

wrong are very clear. 

  

   You can learn to be a better person if 

you struggle through hardships. 

  

   Without war there is no peace.    

   All is fair in war.    

   Water is our most precious resource.    

   Hope is our most precious resource.    

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WORD GAPS!

Although this signpost is useful in nonfiction, you can also use it for fiction as well!

A word gap often happens when the author assumes you know what a word means or that you have schema about it. STOP and ASK: Does this look like a word that’s only used with this topic? Would I know the word in another place?

Did I see any clues that might help me figure it out? bush n. a large, un-cleared area thickly covered with mixed plant growth, trees, etc., as a jungle. “Stay away from the villages - run into the bush.” rebels n. one who opposes by force an existing government or ruling authority “Salva did not understand much about it, but he knew the rebels from the southern part of Sudan, where he and his family lived, were fighting against the government, which was based in the north.” mortars n. a portable, muzzle loading cannon used to fire shells “The village men were forced to carry supplies: guns and mortars, shells, radio equipment.” gourd n. the hard-shelled fruit of any of various plants, whose dried shell is used for bowls and other utensils. “Nya took the hollowed gourd that was tied to the handle of the plastic container.” tribe n. any group of people united by ties of descent from a common ancestor, community of customs and traditions, adherence to the same leaders, etc.“ The ritual scar patterns on her forehead were familiar: They were Dinka patterns, which meant that she was from the same tribe as Salva.”

12 artillery n. large-caliber weapons, such as cannon, howitzers, and missile launchers, that are operated by crews. “During the daytime, Salva could hear the distant booming of artillery from the fighting a few miles away.” papyrus n. a tall, aquatic plant native to the Nile valley “Some people were cutting down the tall papyrus grass by the water’s edge.” prow n. the bow or front part of a boat “Salva watched, fascinated, as little by little the curve of a prow and low sides grew from the piles of reeds.” mangoes n. the oblong, sweet fruit of a tropical tree “As a special treat, his father sometimes bought mangoes.” scythed v. cut down “The long grass had to be scythed and hoed under.” emaciated adj. to make or become extremely thin, especially as a result of starvation “It did not seem as if the camp could possibly hold any more, but still they kept coming: long lines of people, some emaciated, some emancipated, some hurt or sick, all exhausted.” welter n. a confusing mass, a jumble “The rain, the mad current, the bullets, the crocodiles, the welter of arms and legs, the screams, the blood...He had to get across somehow.” peril n. danger “Every group had stories of terrible peril...”

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Visual Vocabulary Activity Directions: Using the images below, match the correct image to the vocabulary word. Use page 15 in your LW2W packet to help fill in your “Word Gaps.”

_________ 1. Mango _________ 2. Peril _________ 3. Tribe _________ 4. Bush _________ 5. Mortar _________ 6. Scythed _________ 7. Gourd _________ 8. Artillery

_________ 9. Prow _________ 10. Rebels _________ 11. Emaciated _________ 12. Welter _________ 13. Papyrus

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Vocabulary Fill-in-the-blank Using your new schema from the definitions in the packet and the picture matching, please fill in the following sentences will the appropriate vocab word! 1. The tall ___________________ growing by the Nile River, was incredibly useful and strong. 2. When people are in great _______________, sometimes they will reach out and protect one another. 3. Depending on what ______________ you are from, you may have different religious and social customs. 4. During the early days of our country, many people used a hollowed out __________________ like we would use a cup. 5. When the British soldiers landed in America, they brought their whole __________________ with them: cannons, rifles, and bayonets. 6. In Africa, many people live near the ________________, which is where they might hunt or bring their animals to graze. 7. Many people like refreshing fruits in their smoothies, like _________________, for instance. 8. In farming communities, long grass has to be ______________________ in order to make room for planting new seeds. 9. Sometimes people suffering from eating disorders can become ________________________. 10. Oftentimes the ____________________ of the boat has a beautiful figurehead—like a mermaid. 11. There are times at school when there is a ______________________ of students trying to exit the building and it can be quite overwhelming! 12. Nowadays, we do not often use a ___________________, but in WWI, cannons were essential. 13. When people feel their leaders are not treating others well, they might choose to become ___________________.

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Section 1: Reading Comprehension Questions Chapter 1 1. Who is the main character of the first storyline (set in Sudan, 2008)? 2. Who is the main character of the second storyline (set in Sudan, 1985)? 3. The character in 1985 is part of what tribe? 4. In what way does this character realize he is lucky? 5. What happens that interrupts this character’s normal day? Chapter 2 1. What happens to Nya in this chapter? 2. What does Salva try to do in the rebel camp? 3. What happens to the men the next morning? 4. What has happened to Salva when he awakes after an itchy night in the hay? Chapter 3 1. Does the water Nya get sound good to drink? Use evidence from the text to explain. 2. How does Nya carry the water home? 3. Why does Salva think the others left him behind?

16 4. Why do Salva and the woman he befriends have to separate? Chapter 4 1. What does Nya’s mother do with the water? 2. What does Nya’s mother tell her to do on her next trip to the pond? 3. What do the strangers say when the old woman asks them to take Salva with them? 4. Who else joins the group after about a week of walking? 5. Who finds food for the group and what food does this person find?

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Section 1 Prompt: Chapter 4 The question is a text-based essay question. Your essay should:

● Present and develop a central idea ● Provide evidence/details from the passage(s). ● Include correct grammar, spelling, and punctuation.

Based on what you have read so far in A Long Walk to Water, write an essay that explains how both Nya and Salva use character trait(s) to deal with specific challenges in their lives. Be sure to use information from both narratives to develop your essay.

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Section 1 Prompt Graphic Organizer

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Planning an Essay -- The Tutorial Whenever you read a prompt that asks you to write a text-based essay with a central idea that has evidence and details from the passage, you need to STOP and do the following: 1. MARK UP THE PROMPT -- Box the names of the texts the prompt is asking about. Highlight the actual

task the prompt wants you to do.

For Example: For this question, you will write an essay based on the passage(s). Your writing should:

● Present and develop a central idea. ● Provide evidence and/or details from the passage(s). ● Use correct grammar, spelling, and punctuation.

Based on the passage (“Lace Round the Sky”) and the poem (“One Day I’ll Be”), write an essay that explains how Catalina’s and the student’s feelings about their futures are similar. Be sure to use information from the passage and the poem to develop your essay.

2. MAKE A PLAN -- NO ONE writes well without planning what they are going to say ○ DRAW OR USE A GRAPHIC ORGANIZER-- When answering a prompt, you will need to include

the following:

Introduction ● After marking up the prompt, you should have an idea of what the question is asking you to do. You

need to be able to write a: ○ Background: provides important information about the topic-- ESPECIALLY the names of

the texts you read that will inform your essay. ○ Thesis: write a statement that directly answers the question or responds to the prompt.

For Example:

In “Lace Around the Sky” and “One Day I’ll Be,” both characters, Catalina and the student, have similar feelings about their futures.

AT LEAST ONE CER PARAGRAPH for each text that is included in the prompt ● When answering the prompt, you are going to make CLAIMS. You cannot leave a claim by itself!

You MUST include evidence to support that claim. Then you explain how that evidence proves your claim to be true!

● The tricky part: you must include evidence from multiple texts. For this task-- you are going to try and mark up when the writer uses evidence from each text.

For Example: First of all, they both feel like they know exactly what they want to be when they grow up. Catalina wants

to be an astronomer. On paragraph 15 of “Lace Round the Sky” she says, “I want to be an astronomer when I grow up.” She was positive about it, saying that without any doubt. The student knew exactly what he wanted to be too. In “One Day I’ll Be,” he announced to the teacher on lines 7-8, “And said with pride and confidence, I plan to live in space.” Not only did he want to pursue his dreams, he was confident about it.

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Also, they both feel very determined. In “Lace Round the Sky,” in paragraph 7 after Cataina says that she wants to be an astronomer, her father says, “Maybe if you work hard you’ll be hired to clean the offices when you’re big enough, like your mother.” But, instead of giving up on her dream, she continued to wonder and wish. For example, in paragraph 8, it says, “But Catalina was curious. The sky did not merely consist of white dots of stars against a black background, like her school books said.” The student was also determined. In stanza 2, he says, “Right then and there I stood straight up, and looked her in the face, and said with pride and confidence, I plan to live in space.” He is determined to live in space, no matter what people say.

Finally, they both feel hopeful about their dreams. Catalina feels hopeful about her future when she receives the letter from the astronomer. On paragraph 54, it says, “She clutched the letter to her chest, an absurd joy exploding like a supernova. It was going to happen. She would become an astronomer. She knew it now.” She is so excited and hopeful about her future and her dreams becoming reality. Also, the student is hopeful. ON lines 11 and 12, he says, “Around the moon and back again, and to a distant star.” He is being optimistic, hoping that it will happen.

Conclusion ● After writing your essay, you should wrap it all up for the reader.

○ Restate your thesis ○ Re-read to make sure your paper feels complete

For Example:

In the end, both Catalina and the student felt similarly about their futures. They are sure of what they want. They are strong and determined and refuse to give up. More importantly, they are hopeful about the future, whatever happens.

Look at it all together: Sample MCAS Response In “Lace Around the Sky” and “One Day I’ll Be,” both characters, Catalina and the student, have similar feelings about

their futures. First of all, they both feel like they know exactly what they want to be when they grow up. Catalina wants to be an

astronomer. On paragraph 15 of “Lace Round the Sky” she says, “I want to be an astronomer when I grow up.” She was positive about it, saying that without any doubt. The student knew exactly what he wanted to be too. In “One Day I’ll Be,” he announced to the teacher on lines 7-8, “And said with pride and confidence, I plan to live in space.” Not only did he want to pursue his dreams, he was confident about it.

Also, they both feel very determined. In “Lace Round the Sky,” in paragraph 7 after Cataina says that she wants to be an astronomer, her father says, “Maybe if you work hard you’ll be hired to clean the offices when you’re big enough, like your mother.” But, instead of giving up on her dream, she continued to wonder and wish. For example, in paragraph 8, it says, “But Catalina was curious. The sky did not merely consist of white dots of stars against a black background, like her school books said.” The student was also determined. In stanza 2, he says, “Right then and there I stood straight up, and looked her in the face, and said with pride and confidence, I plan to live in space.” He is determined to live in space, no matter what people say.

Finally, they both feel hopeful about their dreams. Catalina feels hopeful about her future when she receives the letter from the astronomer. On paragraph 54, it says, “She clutched the letter to her chest, an absurd joy exploding like a supernova. It was going to happen. She would become an astronomer. She knew it now.” She is so excited and hopeful about her future and her dreams becoming reality. Also, the student is hopeful. ON lines 11 and 12, he says, “Around the moon and back again, and to a distant star.” He is being optimistic, hoping that it will happen.

In the end, both Catalina and the student felt similarly about their futures. They are sure of what they want. They are strong and determined and refuse to give up. More importantly, they are hopeful about the future, whatever happens.

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Section 2: Reading Comprehension Questions Chapter 5 1. How far from Nya’s village is the big lake? 2. What happened when the group tried to get honey from the beehive? 3. How does Salva meet Marial? 4. Where is the group headed? Chapter 6 5. What is Nya’s mother afraid of when the family is at the lake camp? 6. What does Salva’s uncle have that makes him useful to the group? 7. What causes Salva to be up sick most of the night? 8. What does his uncle tell Salva after Salva and the group have slept just off the path following a ten-hour all-night walk? How does Salva feel?

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Section 3 Reading Comprehension Questions Chapter 7 1. Why is Nya worried about her little sister, Akeer? 2. What choice is Nya’s family faced with? 3. What does Salva think has happened to Marial? 4. What obstacle does the group need to overcome in order to get to Ethiopia? 5. How does Salva help in the overcoming of this task? Chapter 8 1. What choice does Nya’s family make about Akeer’s illness? 2. What is the family told to do to keep Akeer from getting sick again? And why will this be difficult while the family is at the lake camp? 3. What does Salva remember his father bringing him as a treat from the marketplace? What was special about the way this treat was transported? 4. What warning are the travelers given about the next part of their journey? Chapter 9 1. Who shows up at Nya’s village and what do they talk about with the chief? 2. How long does Uncle say it will take to cross the desert?

24 3. What happens toward the end of their first day in the desert that makes it difficult for Salva to continue? 4. How does Uncle keep Salva going? Chapter 10 1. What does Salva ask Uncle on their third day in the desert? What is Uncle’s response? 2. What gives Salva a little hope that he might see his family again someday? 3. What does the group find by a small muddy pool of water?

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Section 3 Writing Prompt For this question, you will write a narrative based on the passage. Your writing should:

● Use characters, settings, events, and other details from the passage. ● Use correct grammar, spelling, and punctuation.

Based on A Long Walk to Water, write a narrative that tells the events of Chapter 10 from Uncle Jewiir’s point of view. Use what you know about the characters, setting, and events from the book to write your narrative.

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Section 3 Graphic Organizer

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Section 4 Reading Comprehension Questions Chapter 11 1. What do the villagers begin working on after the two men in the jeep leave? 2. How does Salva feel now that Marial and his relative are both gone? 3. What does Salva see when he reaches the refugee camp? Chapter 12 1. What do the villagers do with the rocks that the women bring back to the village? 2. How long does Salva live at the refugee camp? How old is Salva when the camp closes? 3. Where do the soldiers chase the people of the camp? And what are the dangers of the place the people are being driven toward? Chapter 13 1. What discourages the drilling crew? 2. Who keeps encouraging and pushing the workers to continue working? 3. How does another boy accidentally save Salva’s life? 4. Where does Salva decide to walk toward? 5. What does Salva decide the group needs to do to travel safely?

28 Chapter 14 1. What happens on the third afternoon of drilling in Nya’s village? 2. How old is Salva at the beginning of this chapter? 3. What was Kakuma like? How long did Salva stay at Kakuma? 4. Where does Salva go after he leaves Kakuma? 5. What rumor begins spreading through the camps? And what sort of people will be given the opportunity Salva has heard about?

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Section 5 Reading Comprehension Questions/Prompt Chapter 15 1. What are the orphans (like Salva) from Sudan being called in America? 2. What one thing does Salva remember clearly from his preparations to go to America? 3. What does Salva have to drink on the airplane that reminds him of his family? 4. Describe Salva’s new family. BONUS NARRATIVE ACTIVITY (if time allows) For this question, you will write a narrative based on the passage. Your writing should:

● Use characters, settings, events, and other details from the passage. ● Use correct grammar, spelling, and punctuation.

Based on A Long Walk to Water, write a narrative that tells the events of Chapter 15 from one of the adoptive family member’s point of view. Use what you know about the characters, setting, and events from the book to write your narrative.

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Section 6 Reading Comprehension Questions Chapter 16 1. What do the men in the village start doing after the first spray of water? 2. What does Salva focus on to block out the confusion of his new life? 3. What does Salva decide to study in college? 4. Salva gets an email from his cousin. What does this message tell him? What is Salva’s reaction? Chapter 17 1. What does Nya’s father tell her is being built near the tree? 2. How long has it been since Salva and his father have seen each other? 3. What has happened to the rest of Salva’s family? 4. What made Salva’s father sick?

31 Chapter 18 1. What does the leader of the workers do before the villagers use the new well pump for the first time? 2. What other changes will be coming to the village because of the new well? 3. What does Dep tell Nya that surprises her? 4. What does Nya say to the leader of the work crew? And who is he?

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Post Novel Debate 

Directions: Read and think about each statement. On the left-hand side, write A for agree in the 

blank if you believe the statement OR write D for disagree in the blank if you do not believe the 

statement. On the blank right-hand side, record some ideas/evidence from a reading we did to support 

your claim. Be prepared to support your ideas in writing and orally as part of class discussion.   

 

(D or A)  Claims  Evidence from a reading we did in class 

Supporting Ideas 

   Man is basically good.    

   Force may be needed to get things 

done. 

  

   Man will behave badly without laws.    

   Man must care for himself first 

before he can help others. 

  

   When a government is corrupt, people 

must rebel. 

  

   Government’s job is to make laws, and 

make people obey them. 

  

   War is a necessary evil (in other 

words, war is sometimes necessary) 

  

   The differences between right and 

wrong are very clear. 

  

   You can learn to be a better person if 

you struggle through hardships. 

  

   Without war, there is no peace.    

   All is fair in war.    

   Water is our most precious resource.    

   Hope is our most precious resource.