Scar Island

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. The late 19th century English writer Lord Acton is best known for his remark that: “Power tends to corrupt, and absolute power corrupts absolutely. Great men are almost always bad men.” (see “Letter to Archbishop Mandell Creighton, April 5, 1887”) Throughout history, nowhere is Lord Acton’s principle more evident than in dictatorships, which is a system of government where one despotic leader rules a nation, typically using violence and other extreme measures to maintain order. Nazi Germany under Adolf Hitler, Fascist Italy under Benito Mussolini, and the Mongol Empire under Emperor Genghis Khan are all examples of dictatorships. Think about historical examples where individuals use any means necessary to take power. Do you think Lord Acton’s aphorism is still valid in modern times? Is it, perhaps, even more true?

Teaching Suggestion: This question will get students thinking about the themes of Power Struggle and Authoritarianism. If time allows, students might broaden their understanding of authoritarianism through online investigation and discussion of the various forms of government, thereby helping students understand the difference between a dictatorship and a democratic society.

• “Government Type” offers brief definitions and examples of government structures, including democracy, totalitarianism, and dictatorship.
• “Genghis Khan Explained in 8 Minutes” gives an overview of one of the most powerful dictators of the ancient world. (Teacher-appropriate; not student-facing)

2. In a study published by the American Psychological Association in 2019, people who feel shame rather than guilt while keeping a secret are more likely “consumed by thoughts of what they are hiding.” Why do you think shame is more unbearable than guilt? What might sharing that secret accomplish?

Teaching Suggestion: For Jonathan, revealing his painful secret is the catalyst for his ultimate Redemption, which is one of the primary themes throughout the novel. Arguably, Jonathan feels shame and guilt over his secret; once he reveals his secret, he feels less burdened and can change. Compared to the Admiral’s corporal punishment tactics, this is the only force that leads to real change in Jonathan. Discussing this topic will get students thinking more deeply about the psychologically harmful nature of keeping secrets.

• “Shameful Secrets Bother Us More Than Guilty Secrets” is from the American Psychological Association.
• “Why the Secrets You Keep Are Hurting You” from Scientific American further elaborates on the significance of this study.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the novel.

Think about the last time you were deeply engrossed in a good book. What was the book, and why did you find it so compelling? Did this book make you see the world any differently? If yes, how?

Teaching Suggestion: The librarian, the boys, and Jonathan experience the transformative and redemptive power of books. The following articles speak concretely about the psychological and neurological transformations that can occur due to reading.

• LitHub’s “What Does Immersing Yourself in a Book Do To Your Brain?: On Neurochemistry, Lucia Berlin, and the Dangers of Empathy Loss”
• Inc.’s “15 Quotes That Will Remind You of the Joy and Power of Books”

Differentiation Suggestion: For a more kinesthetic approach, this prompt can be an interactive activity in which students present their selected book in a show-and-tell format. In this activity, students can present their book (title, author name, and plot summary) and then read a single-paragraph passage from their favorite section of the book. Their presentation should conclude with the student saying a few words about why that section is their favorite part.