nettie study guide - coteau...

MANYPEOPLES

ADELE DUECK

Nettie’sJOURNEY

FROM

Study Guide

A Novel Study Guide

by Ruth Garnett

ADELE DUECK

Nettie’sJOURNEY

© Coteau Books, 2005.

Teachers have permission from the author and publisher to make copies of thisguide for personal classroom use, personal reference, and student use.

ISBN: 978-1-55050-329-6

Cover photo:“Girl sitting in chair reading book” by Whit Preston/Getty Images.Cover montage and design by Duncan Campbell.Study Guide design by Karen Steadman.Printed and bound in Canada.

2517Victoria Ave.Regina, Saskatchewan Canada S4P 0T2

The publisher gratefully acknowledges the financial support of its publishing programby: the Saskatchewan Arts Board, the Canada Council for the Arts, the Governmentof Canada through the Book Publishing Industry Development Program (bpidp), theCity of Regina Arts Commission, the Saskatchewan Cultural Industries DevelopmentFund, Saskatchewan Culture Youth and Recreation, SaskCulture Inc., SaskatchewanCentennial 2005, Saskatchewan Lotteries, and the Lavonne Black memorial Fund.

Table of Contents

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

Introductory Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Beginning the Novel Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Chapters One to Four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Chapters Five to Seven . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Chapters Eight to Ten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Chapters Eleven to Thirteen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Chapters Fourteen to Sixteen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Chapters Seventeen and Eighteen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Chapters Nineteen and Twenty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Chapters Twenty-one to Twenty-three . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Chapters Twenty-four and Twenty-five . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Chapters Twenty-six and Twenty-seven . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Chapters Twenty-eight and Twenty-nine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Epilogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

Concluding Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

Supplementary Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Online Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

© Coteau Books, 2005. Teachers have permission from the author and publisher to make

copies of this guide for personal classroom use, personal reference, and student use.

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About the Author

Adele Dueck has published one other book for children, Anywhere But Here (1996), which wasa finalist for the Silver Birch Award in Ontario, and for Manitoba’s Young Reader’s ChoiceAward. Her fiction has appeared in several children’s anthologies, while magazine articles havebeen published in Western People, Farm Woman, Grainews, and Canadian Living.

Originally from the Outlook area, Adele Dueck lived in Drake, Lanigan, and Saskatoonbefore returning to nearby Lucky Lake, where she farms with her family.

IntroductionPlot SummaryGrades 4–7;Ages 9 and up

An old woman tells her granddaughter the story of her life in a Mennonite village in Ukraine – from thedangers of World War I and the Russian Revolution to their escape to Canada.

The story of Nettie Pauls, told to her granddaughter in present-day Saskatchewan, is a marvel-lous distillation of a turbulent period in European history.

It begins with the wedding of Nettie’s older sister, Liese, in what is now western Ukraine.Elsewhere in Europe, war rages, but it seems far away. Liese gives Nettie a hand-sewn diary, andthe diary entries become starting points for chapters of Nettie’s story.

Nettie’s world changes forever as the Russian Revolution brings the war close to home.Thevillage is visited and often plundered by a bewildering array of armies. Young men are tornbetween Mennonite principles of non-violence and the need to protect their families. In the end,Nettie’s family, along with many other Mennonites, make the long journey out of eastern Europeto the new world.

Hard times of famine and terror, the relief of escape from oppression, moments of kindnessand humanity – all are part of this powerful story.

Nettie Pauls is an engaging heroine, as clear and compelling as if she stood before us today.Her story helps contemporary kids understand some of the reasons people left Europe to makea new life in Canada.

Message from the AuthorAdele Dueck – How I Came to Write Nettie’s Journey

Often history seems to be only facts in a school book until personal stories bring it to life.TheRussian Revolution came alive for me through the stories my mother-in-law told. Having grownup in Saskatchewan during a time of peace, I found it hard to even imagine the life she had ledin war torn Russia.

She told of the fear, the hunger, of her brother running away to join the army.The more Iheard, the more I knew that this part of the past shouldn’t be forgotten.

I started writing for my own children,who wouldn’t remember Grandma’s stories, and for otherMennonites who might not know their family history.As I researched, I realized this wasn’t just aMennonite story. Russia was filled with oppressed people, including the Jews, the Ukrainians, andthe Russians themselves. So much that happened was tragic, but there were wonderful instances ofheroism, of miraculous escape, and so much thankfulness from the people who survived. I felt anobligation to represent these people to a generation who might otherwise never know about them.

I hope this book will bring readers a new understanding of the courageous people who set-tled North America.



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Organization

Within this guide you will find a variety of activities intended to help readers appreciate andunderstand the novel, Nettie’s Journey. Literary qualities are considered, comprehension is exam-ined, and connections to the curricula and to readers’ real lives are pursued. Each teacher usingthis guide will be able to choose those exercises that best suit the needs of her or his students.Weencourage you to add other activities as well.

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

Preparing to Read

The first part of the study of each group of chapters has activities that require class discussion andpersonal reflection. Students may be asked to make predictions. It is intended to help the studentsanticipate the coming chapter.

After the Reading

l Discussing the chapter: Questions for each chapter group target points essential toplot and character development.Add other questions of your own. Encourage stu-dents to develop questions about the reading that their classmates could answer.

Extending the Reading

l Using journals: Parts of Nettie’s Journey are in journal format. Some journal activitiesare included in this guide.

l Activities for further understanding: Activities in this section develop an understandingof historical world events during the early 20th century. Focus is placed on activi-ties, which will allow students to better understand the cultural background ofCanadians of Eastern European origins, especially Mennonites.

l Choose from a selection of other activities from this section, which will add to stu-dents’ enjoyment of the reading and involve them actively in what they’ve read.


copies of this guide for personal classroom use, personal reference, and student use.Nettie’s

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Connections to the Saskatchewan Curriculum Guides

The Language Arts curriculum (Language Arts:A Curriculum Guide for the Elementary Level,2002) skills of Listening, Speaking, Reading,Writing,Viewing, and Representing are developedin this study. Several themes are dominant in the story: Family Values, Surviving Hardships,Struggle for Freedom.These are developed within a context of cultural customs, events and issuesand our place in history.

Social studies connections are taken from the Grade Four and Five Saskatchewan CurriculumGuide. (Social Studies:A Curriculum Guide for the Elementary Level, 1995).l Grade Four: Heritage – Immigrants and Settlersl Grade Five: Heritage – Building a Nation: Immigration, Confederation, the

Canadian Pacific Railway, the Treaties, and the Wars

From Many Peoples

Nettie’s Journey is part of the From Many Peoples series published by Coteau Books. Originallydeveloped as a celebration of Saskatchewan’s Centennial in 2005, the stories in this series illu-minate life in the province from the viewpoints of young people from different cultural groups.Study guides for the From Many Peoples novels can be downloaded free of charge from theCoteau Books website: www.coteaubooks.com. For more information about this book, and theother books in the From Many Peoples series, please check out our dedicated web site atwww.coteaubooks.com/frommanypeoples.html.



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Introductory Activities

If possible, have some students share some information about the immigrant experience of his orher family.This would include information regarding how and when ancestors arrived in NorthAmerica.l Using a large world map and sticker dots, have students plot what country (ies)

their family came from.• There are several online sites from which modern maps of Europe

can be downloaded.http://alabamamaps.ua.edu/world/europe/index.htmlhttp://www.eduplace.com/ss/maps/Explain to students that while political boundaries change, the landforms donot. Show students Ukraine on a map, and explain that at the time of thestory, the area was ruled by Russia, and then was part of the Soviet Union.Ukraine achieved independence in 1991. Other mapping activities areincluded after Chapters Nineteen and Twenty.

l If possible, have each student research and share information about the history ofhis/her family, whether it is an immigrant experience, or from the First Nationsperspective. One suggestion is to have each student conduct an interview with agrandparent or other family member. If this is not possible, perhaps one or two“guest grandparents” could be invited to the class and be interviewed by the classas a whole. Questions can be brainstormed together as a class, and additional ques-tions can be tailored to each student’s interview experience. Questions should bewritten ahead of time, with the “five w’s” in mind. Family information can bebriefly shared with the entire class, or in small groups.

l Timeline – the story that Nettie’s grandmother recounts takes place over sevenyears. Have students construct a timeline. This could be done together as a class,using a wall in the classroom and chart paper, or individual timelines could be con-structed, with students adding events as they happen.A good example is the time-line created for the series of Canadian historical fiction for girls, “Our CanadianGirl”. It can be viewed at http://www.ourcanadiangirl.ca/timeline.pdf. A blankvertical timeline has been included in this guide – see next page. Electronic time-line generators could also be used. http://www.shambles.net/pages/school/time-lines/



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Vertical Time LineChoose several chapters, or a year in the life of one of the characters.

Date Describe What Happened



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l Begin a journal - Awareness of the immigrant experience in Canada will be devel-oped throughout the study of this novel through journaling. This could be doneindividually, where each student will hand in his/her journal to the teacher peri-odically, and the teacher responds, or partner journals could be used. Partner jour-nals provide for student interaction. Students respond to a reading selection at var-ious points during their reading and share these responses with a partner, keepingup a written dialogue.This activity encourages reflection, extends thinking aboutthe reading selection, and promotes student interaction.Sample partner journal:

• Pages read:_______________________• Write about this section of the book.You may tell about what hap-

pened, but also write your feelings about something in this passage.You may discuss how the character felt, or any questions that youhave, including why the author wrote the way she did.

• Leave some room for your partner to respond to your writing.• Respond to your partner’s journal entry.

For each journal entry the students should be thinking about questions like:• How would I be feeling if I was one of the characters? How would

I have done things differently? What would I say to the other char-acters?

• What is the author trying to accomplish in this chapter?

Encourage the students to think about how the story is changing as events occur. Discouragethem from merely describing the action.



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Beginning the Novel Study

Literary Connections

Nettie’s Journey begins with a prologue, in which Lisa asks her grandmother to answer some ques-tions about how and why she came to Canada as a young girl. Elicit from students what the wordprologue means, and introduce the story as a flashback. (A flashback is the returning to an earliermoment in literary time, usually through a character’s reminiscing.) This story also is written partly injournal or diary format. Make a class chart with students listing other novels they have read thatuse flashback and/or journaling as a literary device. Have some of these novels available in theclassroom for supplementary reading.l Picture Book examples of flashback: Miss Rumphius by Barbara Cooney, The Wreck

of the Zephyr by Chris Van Allsburg.l Picture Book examples of journaling/diary: Diary of a Worm by Doreen Cronin,

Diary of a Wombat by Jackie French.l Examples of novels using flashback: The Mob by Clem Martini, Holes by Louis

Sachar,The “Tunnels” series by Mary Harlekin Bishop.l Examples of novels using journaling or diary format: Letters from Rifka by Karen

Hesse (Jewish emigration from Russia, 1919 – this book would be a good compan-ion or comparison to Nettie’s Journey), Dear Mr. Henshaw by Beverly Cleary, Adamand Eve and Pinch Me by Julie Johnston.

Vocabulary development

Have students begin vocabulary charts, and enter new vocabulary during and after each sectionread.This can include glossary words as well as other words unfamiliar to students. Use the chart(next page) or have students make their own chart.



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New Vocabulary



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Page Word Definition

Chapters One to Four(Pages 4–27)

Summary

In these first chapters, we learn of Mennonite customs and traditions through the passing of ayear in the life of a Mennonite village.We are introduced to Nettie’s family and learn about homeand school life in the early 1900s.We begin to feel Nettie’s concerns about her family as she hearsrumours of wars.

Preparing to Read

l Ask students if their family has certain traditions and have them share stories.Explain that this book will incorporate many traditions from the Mennonite her-itage. Have students read the selection, noting the difference between the journalentries and the narrative text.Alert them to the glossary to help with new vocab-ulary.

After the Reading

l Discuss:• Mennonite traditions – specifically wedding traditions. (Chapter 1)• What would a child’s day look like in Nettie’s world? What would

daily chores be? (Chapter 2)• What are the differences between schools then and now? (Chapter 2)• How did Nettie feel about the rumours of wars? (Chapters 1-4)


l Begin writing journals, as described in Introductory Activities.l Begin a timeline, as described in Introductory Activities.l Add to the vocabulary chart.l Have students begin work on school comparison charts.



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Schools Then and Now



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Mennonite Schools in Ukraine inearly 20th century

Schools in Saskatchewan in early21st Century

Chapters Five to Seven(Pages 28–45)

Summary

Village life becomes unstable as thieves and bandits raid homes. Although the adults try to pro-tect the children, Nettie senses her parents’ fear and becomes worried. Class struggles becomeevident, and Nettie tries to rationalize the behaviours she is witnessing.We learn of the impor-tance of faith in Nettie’s family.

Preparing to Read

l How might daily life begin to be different if there is war?l War makes people behave differently. Watch for signs of unusual behaviour and

unfair treatment of people.l The government changes from the Julian calendar to the Gregorian calendar,

which changes the date of Nettie’s birthday. Links to online information about thehistory of calendars are listed at the end of this guide.

After the Reading

l What changes were happening in the daily lives of people due to the war?l Nettie has strong emotions regarding her baby brother. How can she both love him

and hate him? What is causing her to feel this way? (Chapter 5)l Although Nettie’s parents try to make her feel safe, she knows that they are wor-

rying and planning.What do you think is in the metal box? (Chapter 5)l Why would it bother Nettie to have her birthday changed? Would it bother you?

(Chapter 6)l In chapter 7, class struggles are examined. Landowners and peasants are not treat-

ed equally.Ask students to think of examples of how and when they received unfairtreatment.Then discuss how being treated unequally or unfairly makes them feel.



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For Your Information:

The Julian calendar was introduced by Julius Caesar in 45 bc. It was in common useuntil the 1500s, when countries started changing to the Gregorian calendar. However,some countries (for example, Greece and Russia) used it into the 20th century, and theOrthodox Church in Russia still uses it, as do some other Orthodox churches.Generally, this means that Christmas and New Year’s holidays are celebrated 13 days laterthan the calendar we currently use.


l Character Development. On the following pages are two options for students toshow their understanding of character development. Begin a character chart.

l Have students plan the contents of their own “metal box,” complete with impor-tant documents for themselves or their family. Discuss the modern comparison,with safety deposit boxes in banks.

l Continue the journal activity.l Add to the vocabulary chart.l Continue the timeline.

Character Development Example



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Mrs. Pauls

Used thistles to makebread. p. 150

Stood up to the anarchistswho broke into her house.

p. 85

Resourceful Brave

Character DevelopmentFill in the chart with information the author has given you about Nettie. Choose six more char-acters from the story.



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Character Character Trait Clues that Prove this Trait Page

Nettie Pauls

Character Development

Choose a character from the story and write his/her name in the centre oval.Write four charac-ter traits in the joining smaller ovals, and then following the arrows, write evidence for each traitin the large ovals. Remember to use page numbers for reference.



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Chapters Eight to Ten(Pages 46–63)

Summary

These chapters take us through the spring and summer of 1918, an optimistic time as the RussianArmy has withdrawn, and Ukraine is now protected by Germany. Nettie discovers her father ina weakened state, but does not understand that he has had a stroke. She notices that her parentsseem unsure of the future, and are more concerned about finances and resources for the fall.Nettie struggles with the idea of trusting the German soldiers as protectors, as she has been taughtthat fighting is wrong. Even so, Mennonite youth are becoming more interested in enlisting.Nettie realizes her help at home is needed more than ever, as her father’s health continues to fail.

Preparing to Read

l Discuss with students the Mennonite belief of Conscientious Objection and thelink to their religious beliefs.

l In these chapters, Nettie’s worries become bigger.Watch for the signs as you read.l In what ways is Nettie taking on more responsibilities and why?

After the Reading

l What are Nettie’s perceptions of the German soldiers and the reasons they are inher village?

l How does she feel about Abram’s involvement with the soldiers? (Chapter 8, 10)l How is this summer different than those in the past? Why? (Chapter 9)



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Although the origin of the term “conscientious objector” remains obscure, it wasused during World War I to designate persons whose conscience forbade themto perform military service. Since then the term has remained in common usage.


l Continue the journal activity.l Add to the character development and vocabulary charts.l Continue the timeline.l Raising silkworms and harvesting the silk is another source of income for the Pauls

family. It was also during this time (early 1900s to early 1940s) that the “silk train”transported bales of silk across Canada, from Vancouver to the silk mills of NewYork. Read aloud the picture book, Emma and the Silk Train by Julie Lawson.

l Consider raising silkworms in the classroom. Have students do a mini-researchproject on silkworms. (See KWL chart on next page.)http://journeytoforever.org/edu_silk_worm.html



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KWhat do I know?

WWhat do I want to know?

LWhat did I learn?

Chapters Eleven to Thirteen(Pages 64–80)

Summary

As the end of the First World War approaches, Nettie’s family becomes even more frugal, and herhelp is becoming more essential.When the German troops retreat, safety and protection becomesan issue in the village. Papa’s wages are now paid with flour. Sara and Jacob are not attendingboarding school, due to both lack of money and worries about their safety.Abram patrols the vil-lage with the volunteer army until he loses his job and decides to leave home.

Preparing to Read

l It would seem that with the end of WWI life would return to normal. However,with the German army gone, there is now less protection for the area. Have thestudents make predictions of what this might mean to the villagers.

After the Reading

l What are the signs that money is now scarce for Nettie’s family? (Chapter 12, 13, 14)l How does Abram rationalize his involvement with the Self-Defence Unit?

(Chapter 11)l What are Nettie’s feelings about why Abram left home? Do you agree with Nettie,

or with Abram? Why?


l After Mr. Pauls’ stroke, he is unable to use his right arm. He tries to continue withlife as normally as possible, and therefore must use his left hand for many tasks.Toallow students to experience his hardship, have them copy a sentence or paragraphusing their non-dominant hand (right-handed students use left hand, and left-handed students use right hand).

l Continue the journal activity.l Add to the character development and vocabulary charts.l Continue the time line.



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Chapters Fourteen to Sixteen(Pages 81–107)

Summary

Village life continues amidst confusion and anarchy. Soldiers and armies loot houses looking forfood, weapons, horses, and a place to spend the night. Amidst the threatening behaviour of thesoldiers, Nettie’s mother shows strength in protecting her family, including her husband, who hasbeen weakened by several strokes. Mennonite families show their strength of spirit and are firmin their beliefs of pacifism.After several months of living in constant fear, life stabilizes somewhatwhen the anarchists are forced north. Farmers must now pool their resources to survive headinginto winter.Tragedy strikes when a pregnant Liese falls down the stairs.

Preparing to Read

l Discuss with students how our safety and protection is based on a system of justiceand law. Have students suggest scenarios of how life would be different without agovernment, rules, or laws.Discuss what situations Nettie’s family might find them-selves involved in, and how they might act in order to stay safe.

After the Reading

l Why didn’t the family want to talk about Abram, where he might be, and what hemight be doing? (Chapter 14)

l Why did the soldiers speak in several different languages? (Chapter 14)l In what ways did Mama show bravery? (Chapter 14)l In what ways did parents try to protect their children? (Chapter 14, 15)l What did the soldiers want? (Chapter 14, 15)l How did Nettie know that her father’s health was getting worse? (Chapter 15, 16)


l Continue the journal activity.l Continue the timeline.l Add to the character development and vocabulary charts.As this activity progress-

es, you may choose to incorporate the use of Venn diagrams to allow students toshow comparisons between families or individuals.

• The Pauls family and the Remple family• Nettie and Lena• Nettie’s brothers Abram and Jacob• Mama and Mrs. Remple



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Venn Diagram



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Chapters Seventeen and Eighteen(Pages 108–119)

Summary

Liese loses her baby after falling down the stairs. Mama and Papa discover Abram is sick withtyphus and make arrangements to bring him back home. Jacob is resentful that they must tradethe flour he has earned for Abram’s transportation back. While Mama and Papa are gone, theanarchists return, burning homes and killing civilians. Mama describes the horrors of trying tofind Abram, and we learn that he will have a long road to recovery when he returns home. Nettietries to understand why her brother is so withdrawn.We learn that Abram’s life was saved by thekindness of a Ukrainian peasant woman.

Preparing to Read

Prior to modern medicine, many women died in childbirth and many babies died during orshortly after birth. Discuss with students some of the advances in natal care in our society.l Abram needs to be brought home to recover from typhus. How will the children

manage, while Mama and Papa are gone for several days? What could happen?

After the Reading

l Why was it not unusual for babies to die during this time in history? l Why wasn’t Jacob pleased that his brother was coming home? Do you think he was

selfish? (Chapter 17)l As Abram was recovering, he refused to speak for a long time.What were some of

the reasons? (Chapter 18)l What did Abram mean when he said,“There is no honourable army”? (Chapter 18)


l Continue the journal activity.l Continue the timeline.l Add to the character development and vocabulary charts.



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Chapters Nineteen and Twenty(Pages 120–134)

Summary

Times continue to be grim.Very few supplies are left to see people through the winter. Banditspass though town and loot people’s homes, stealing all they can, including clothes.They destroyalmost everything else, sometimes resorting to random killing.Townspeople are forced to feed thebandits with the meagre supplies they have left.The Remple family flees to Crimea, fearing fortheir lives. Nettie knows she will probably never see her best friend again, but accepts the fact thatthey must leave to be safe. Christmas will be bleak and Abram continues to be reclusive in hisrecovery.A new baby sister is born.As spring arrives, gardens and meagre crops are planted, andsoldiers are still a common sight.Technological advances are evident, with armoured vehicles, air-planes, and bombs now being developed.

Preparing to Readl With the bandits stealing, destroying, and killing at random, what will the Pauls

family do?

After the Readingl Why did the Remple family feel it necessary to move away? (Chapter 19)l Even though there are still armies present,Abram feels positive about the future of

Ukraine.Why? (Chapter 20)l Why was spring seeding more difficult now than in the past? (Chapter 20)l Even through the hardest of times, Nettie’s family continues to look on the posi-

tive side.What are some of the things they are thankful for?

Extending the Readingl Examine a current map of European countries. Explain that although the political

boundaries change over time, the land, people, and customs often remain the same.Begin to plot the approximate location of villages and journeys on the map. Asmany villages no longer exist, locations will be approximate. Gruenfeld was in thesouth central part of Ukraine.The Crimean peninsula extends south into the BlackSea. http://eduplace.com/ss/maps/pdf/eur_country.pdfhttp://alabamamaps.ua.edu/world/europe/index.html

l Ask students to imagine being forced to leave their homes in Saskatoon. Whatwould they miss the most?




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Chapters Twenty-one to Twenty-Three(Pages 135–149)

Summary

Nettie’s parents are considering emigration to Canada.Although the war is over, the Russian mil-itary is still present, demanding food and supplies from the people. There is a severe drought,resulting in poor gardens and no food to keep livestock alive. Schools are closed. Neighbourstrade what they have to be able to survive. There is talk of food shipments arriving fromMennonites in America.

Preparing to Readl It is important that students understand the Mennonites’ principle of freedom from

military service. One of the reasons they settled in Ukraine was the promise of mil-itary exemption, given by Catherine the Great.

l Why do you think Mr. and Mrs. Pauls might want to leave Ukraine?l Discuss what a drought is.What strategies would people in a farming community

need in order to survive?



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In 1763, Catherine II (Catherine the Great, German-born empress of Russia)had sent agents into the German states for the purpose of recruiting settlers.These colonists were to develop the fertile, uncultivated agricultural landssoutheast of Moscow, specifically along the Volga River.There were severalpromises that made this offer attractive to the Germans: freedom from variousforms of taxes and customs duties, self government for the towns, freedom ofreligion, and freedom from military service, to name a few. A few years laterCatherine turned to the Mennonites of West Prussia. She wanted settlers forthe newly acquired lands of the southern Ukraine. More information at:http://freepages.genealogy.rootsweb.com/~kenwark/jacob/jacob.htm

After the Readingl If the war is over, why are the soldiers still in the villages?l Nettie overhears her parents talking about emigrating. What are her reactions to

this? What are her concerns?l Why were the promises that Catherine the Great made to the Mennonites a hun-

dred years earlier no longer recognized? l There is talk of food packages arriving from America.Will this make a difference

for the people in the village?

Extending the Readingl Continue the journal activity.l Continue the timeline.l Add to the character development and vocabulary charts.



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Chapters Twenty-four and Twenty-five(Pages 150–163)

Summary

Jacob works in another village in exchange for room and board, hoping this will lessen the bur-den on his family. Mama uses every possible resource to provide meagre food for her family.People are starving and we see examples of desperate behaviours.We are also touched by acts ofcompassion, when people offer up what little they have to others, relying on their faith to sup-ply their needs. Occasional sustenance is provided through the hunting of small animals. Thearrival of spring also brings shipments of food, clothing, and the promise of tractors fromMennonites in America.

Preparing to Readl Food is in short supply. Look for ways that each member of the family contributes

to make the situation a little better.l Look for clues that show human compassion, especially outside of the family.

After the Readingl Why would Jacob move to another town to work if he was not getting paid?

(Chapter 24)l What were some of the creative ways that Mama used to make the food last longer?

(Chapter 24)l Why did Sara want to eat the hens, instead of keeping them for laying eggs?

(Chapter 24)l A man took the small potatoes that Nettie and Sarah had gathered. Do you think

he was an enemy? How do you think the girls felt? (Chapter 24)l Mama gave the last of the bread to a Ukrainian stranger to feed his children. Do

you think there is anyone she would NOT share with? (Chapter 25)l Why was it necessary to guard the mill, once the food had arrived from America?

(Chapter 25)l Only children and women would be guaranteed food.Why do you think the men

were fed last, and only if there was enough food? (Chapter 25)l How did the people feel about wearing old clothes that they would have once used

for rags? (Chapter 25)



25Nettie’sJOURNEY

Extending the Readingl Have students investigate the work that the Mennonite Central Committee in

Canada is currently doing. Discuss any connections they see between this work andwhat they have learned about the Mennonite people at the time of this story. Havestudents begin a project. This could be for the local food bank, or through theMCC or another project of their choice. Some suggestions are volunteering, work-ing for money to donate, or collecting food or clothing to donate.




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Chapters Twenty-six and Twenty-seven(Pages 164–177)

Summary

Spring rains cause newly planted gardens to flourish. Silk thread is traded for a new batch ofchicks. Food shipments arrive from cousins in America. Liese is pregnant again, and the family isexploring the idea of emigration to America.The government has given permission to landlessMennonites to emigrate. However, the Pauls family learns they must spend another winter inGruenfeld. Nettie cannot decide how she feels about emigration. Led by Josef Stalin, the Unionof Soviet Socialist Republics now controls Ukraine. Families must sell all possessions other thanwhat they can carry prior to moving. Liese and Peter decide to stay back, as he will inherit land.Worries about meeting the criteria to be eligible for emigration become real.The Pauls familyshows its strong faith.

Preparing to Readl Nettie’s sister Sara has a secret. See how many clues you can find to discover the

secret.

After the Readingl Conditions seem to be improving.Gardens are growing and people have food.Why

is the Pauls family still planning to emigrate to Canada? (Chapter 26)l The Soviet government is allowing some people to emigrate.Who is allowed to go

and why? (Chapter 26)l Why do Liese and Peter decide to stay behind? (Chapter 26, 27)l Who was buying the furniture from people planning to leave, and what would hap-

pen to that furniture? (Chapter 27)l What were the requirements people must meet in order to be eligible to emigrate?

(Chapter 27)

Extending the Readingl Mama found a way to allow Nettie to keep her teapot.Was she being honest? Why

would Mama do what she did? How do you feel about her actions?l Nettie hid her teapot in the middle of her bag, hoping she would be able to get it

to Canada. Imagine that you are in Nettie’s position, emigrating to an unknowncountry.You are allowed to bring only one backpack, filled with necessities.Whatitem, your most prized possession, would you hide in your backpack? Draw thecontents of your backpack.




27Nettie’sJOURNEY

Chapters Twenty-eight and Twenty-nine (Pages 178–190)

Summary

The family travels by wagon to catch the train, which will transport them north to Latvia, wherethey will board the ship to America. It is difficult to say goodbye to Liese and Peter.The crowd-ed boxcars and the length of the trip are still a concern, as Papa is not very strong.Tension is theconstant companion as they must clear border crossings and pass inspections. After 10 days, theycross the gates out of Russia and into Latvia.

Preparing to Readl In the story, Nettie’s family had difficult decisions to make regarding whether or

not to emigrate.When they get on the train, will their worries be over? Why? l What do you think Liese and Peter will do?

After the Readingl Nettie was worried if Papa was strong enough to make the journey. She wondered

if people can make themselves well just by deciding to be well.What do you think?(Chapter 28)

l Even though they were on the train, some people were still worried about theirsafety.What would make them feel more secure? (Chapter 28)

l The people had brought very little with them, and yet the Soviet soldiers seizedsome of their belongings. What do you think the soldiers were looking for?(Chapter 29)

l The freedom to worship is important to the Mennonite people.What are some ofthe other values that they took with them to their new land? (Chapter 29)

Extending the Readingl Continue the mapping activity (after Chapter 19 and 20 in this guide). Plot the rest

of the journey on the map – from the Crimean peninsula north to Latvia.l Have students write the next chapter of the story. Some suggestions: experiences

on the ship to Canada, homesteading experiences.l Complete the journal activity.l Complete the timeline.l Add to the character development and vocabulary charts.



JOURNEY28

Epilogue(Pages 191–193)

Lisa’s grandmother (the young Nettie in the story) continues the story to her granddaughter byrecounting briefly the journey by ship to Canada, and then by rail to Saskatchewan.The storycloses with Nettie giving her diary to Lisa, so that the history will always be remembered.

Extending the Readingl What do you think Lisa will do with her grandmother’s diary?l Why do you think it is important to know what has happened in the past? l Discuss with the students the value of written and oral history. Have students share

stories about their own family’s history. Invite grandparents or other family mem-bers to share stories and family memorabilia that would highlight the immigrantexperience.

Concluding Activities

Thinking about the charactersl Look back at the character charts you completed. Choose a character and tell how

they changed over the seven years that the story takes place.l Which character is most like you? In what ways?l Which character do you admire the most? Why?

Thinking about the storyl Abram acted against his Mennonite beliefs when he joined the self-defence unit

and carried a gun. Do you think this was right or wrong? Explain.l What does this book teach you about family life and relationships between family

members? How are families now different from those in the story? Does it make adifference where a family lives?

l Nettie’s family had to move to a new part of the world, knowing they would neverbe able to return.What do you think was the hardest part of moving for Nettie?What would be the hardest part of moving for other family members?

l Nettie’s family was Mennonite. They came to Canada to be free to follow theirbeliefs. From what you have read in the story, what did this mean to them? Do youthink you would have done the same thing?

l Many other immigrant groups also came to North America to have freedom.Thereare still many people coming from all parts of the world to enjoy freedoms thatthey do not have in their homelands.There is a saying “Freedom isn’t free.”Whatdo you think this means?



29Nettie’sJOURNEY

Supplementary Activities

Heritage Banner

Have a metre of fabric hanging from a dowel. Each student can bring from home one or twoitems that represent their heritage. Each student will be prepared to explain the significance tohis/her family, and then the item(s) will be glued or sewn to the banner. Items can be: favouritefamily recipes, fabric, coins, flag, map, and buttons. Caution students not to bring items of greatvalue, as they will be attached to the banner and remain in the classroom for some time.Alternately, groups of students with a similar heritage could create a banner together, or studentscould each do an individual banner.

Heritage Quilt

Give each student a 15 cm x 15cm square of fabric. Using fabric paints, or fabric crayons, havestudents draw something representational from their heritage. Sew squares together and use as abulletin board or wall hanging.

Heritage Cookbook

Have each student bring a favourite family recipe that reflects his or her heritage. Have studentsword process into a template or format suitable for printing and compiling into a class cook-book.These could be gifts for Mother’s Day or Father’s Day.



JOURNEY30

Word Search for Nettie’s Journey

y s o l p v c m q k v g u x y e i p u x n b p i cd n l k p a e l a a h k d t a z v q j i p b b j gf s k j o v p r i p s s v h p j t d e q o e z p pq e i q x b o l s h e v i k s g r i a s h q v j fr v u r g w l j n t w e i b a c k d g k d i m a dh f e h u u t i i k s m l d f p z w m u m s x x db z t r w k a n t k d i g j f e b l s m q v u c jf f r e e d o m d w d g h a z w u o i z o d i t pa n r n o n v j d l c r i c a x r g s t r o u r bu f l x n b e a i p r a y e r s r o f u a z s w yz x z e l h n k v z a t l u o a j h s a i q c x lo v m p y q t f i r z e s y t y n k x l c i h s wk j n e b p a o l h c s t e i d u a l p t b h m dk x w g i p z y r t i e i m u l e k j q x m q u xs s p r z f f q t a f v o z x i s c a e b w t x zq s g p f f n z n y o o z f m o r k h c d z z f ph f g k k n i s n s i x x s d x b h q v h w g h iu z a n a v w c l j x c d n g a x r m l l z z x hz z i d j d e t c i l p v r k d f s x d b a u i ex r i t n s t c a b p e b c x y t i s o l d z x cd f p w o b x s a c d n i z e k w a k c y o r v nb s f d e r r d e x v f k d k w m t b r g j t e dr h p x k b k m y z h c p x j s n z q q y o r j hc q w v n k v p q a h j z m t y v o z w i f r f ht a n r v m j s e c s h y u x e c z p e b q h s w

Created by Puzzlemaker at DiscoverySchool.com



31Nettie’sJOURNEY

anarchistsbolsheviksczaremigratefaspafreedomimmigratemennonitesmoosplaudietsch

plautzpoltaoventprayerpripsrussiansschloapbenjksoviettweibackverenekiverst

Online Resources

Mennonite history

http://www.albertasource.ca/alphabet/article.php?article_id=439

Mennonite Historical Society of Canada – click on -Who are the Mennonites?http://www.mhsc.ca/index.html

Julian Calendar

http://www.geocities.com/calendopaedia/julian.htmhttp://ancienthistory.about.com/library/weekly/aa100797.htm

Russian Mennonite History

http://www.mbconf.ca/historian/03-06/feature-1.en.htmlhttp://freepages.genealogy.rootsweb.com/~kenwark/jacob/jacob.htm

Raising Silkworms in the Classroomhttp://journeytoforever.org/edu_silk_worm.html

Outline Maps

http://eduplace.com/ss/maps/pdf/eur_country.pdfhttp://alabamamaps.ua.edu/world/europe/index.html

Timeline Resources

Sample from Our Canadian Girl website”http://www.ourcanadiangirl.ca/timeline.pdf

A collection of electronic timeline generators:http://www.shambles.net/pages/school/timelines/



JOURNEY32

Nettie’s Journey Study Guideisbn: 978-1-55050-329-6 $9.95cn/$8.95us

To accompany the Coteau Books juvenile fiction title:Nettie’s Journey

isbn: 1-55050-322-7 $8.95cn/$7.95us

Downloadable study guides in pdf format are available atwww.coteaubooks.com

The Secret of theStone House

By Judith Silverthorne

isbn: 978-1-55050-331-9(Study Guide)

isbn: 978-1-55050-325-8(Juvenile Novel)$8.95cn/$7.95us

Adeline’s Dream

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Christmas at Wapos Bay

By Jordan Wheeler& Dennis Jackson

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