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Overview
Luke Garner is a third-born in a restrictive society that allows only two children per family. Risking his life, he came out of hiding to fight against the Population Police laws. Now, in the final volume of Margaret Peterson Haddix's suspenseful Shadow Children series, Luke inadvertently sets off a rebellion that results in the overthrow of the government. The people are finally free. But who is in charge now? And will this new freedom be everything they had hoped?
Product Details
| ISBN-13: | 9780689857997 |
|---|---|
| Publisher: | Simon & Schuster Books For Young Readers |
| Publication date: | 07/24/2007 |
| Series: | Shadow Children , #7 |
| Edition description: | Reprint |
| Pages: | 224 |
| Sales rank: | 289,746 |
| Product dimensions: | 5.12(w) x 7.62(h) x 0.60(d) |
| Lexile: | 810L (what's this?) |
| Age Range: | 8 - 12 Years |
About the Author
Read an Excerpt
CHAPTER ONE
Luke Garner stood shoulder to shoulder with a dozen other boys, waiting. It was six A.M., time for the daily inspection of all workers at Population Police headquarters, when all their uniforms had to be perfectly fitted, perfectly spotless, perfectly pressed; all their spines perfectly straight; all their expressions perfectly obedient. But Luke and the boys beside him were stablehands, the lowest of the low, so even though they had to line up outside at six A.M., sometimes it was six thirty or even seven before the sergeant stalked down the row. He'd peer at them suspiciously, assigning extra work any time he saw a wayward lock of hair, a wayward crease in a uniform, or even the suspicion of a smirk on a boy's face.
"You!" he'd bark. "Shovel all the manure from stall one into stall two. And then shovel all of that into stall three..."
Only the stupidest boy would protest that that method was inefficient and would take twice as long, that his time might be better spent doing some other chore. All the boys in this lineup had learned not to be that stupid. Once, a long time ago, soon after Luke had arrived at Population Police headquarters, a boy had dared to question a task: "Isn't there a bigger shovel I can use? It'd go faster that way." The boy had been beaten in full sight of all the other boys.
And then he'd disappeared.
Luke had not made any friends in the stable. The unspoken rule seemed to be Keep to yourself. But Luke spent a lot of time thinking about the boy who had dared to ask a question, the one who'd disappeared.
"Atten-tion!" It was the sergeant, arriving earlier than he ever had before.
"Yes, sir!" Luke shouted back with the other boys, snapping his arm up into a salute. He worried that his arm had come up too late, that his "yes, sir!" had been a split second too slow, that he'd be singled out for punishment. The sergeant narrowed his eyes, seeming to stare straight at Luke, and Luke's heart pounded in his chest. But then the sergeant's gaze fell on the next boy in the line.
"You are worthless stableboys," the sergeant spat out. He glared at each boy in turn. "You're no better than the manure you wallow in."
"Yes, sir!" Luke and the other boys yelled. They'd been trained. They knew what they were supposed to say.
"But..." The sergeant paused. This was different. Usually he could go on berating them endlessly. "Some of you will have a chance to better yourselves." A new tone had entered his voice. Slyness? Uncertainty?
For the millionth time since he'd left his home nearly a year earlier, Luke wished he could understand other people better, that he could see through their lies to hear what they were actually saying.
"Some of you will be called to a higher purpose," the sergeant continued. "Some of you will be reassigned to a new task for the glory of our country."
None of the boys dared to move, but Luke could practically feel the others around him wanting to exchange glances, to see if anyone else knew what the sergeant was talking about. Higher purpose? New task? What did that mean?
Another man strode up beside the sergeant. He was taller, more imposing. His uniform was more crisply pressed, and he had a row of medals on his chest.
"I'll choose," he said imperiously.
He walked up and down the row of boys, peering carefully at each one of them. Luke held his breath, as if exhaling might call too much attention to himself. He didn't want to be reassigned. He liked working with the horses. They were...safe. The stables were a good place to hide.
I, for one, have had enough of hiding. Words a friend had spoken months ago echoed in his mind. Luke had not come to Population Police headquarters looking for safety; only a fool would want to hide there. Luke and his friends had had plans. They'd had dreams. But they hadn't realized how big Population Police headquarters were, how difficult it would be just to pass a message from one person to another. Luke couldn't be sure he and his friends had accomplished anything. Sometimes when he was brushing down a horse, he'd whisper into the horse's quivering ear, "Maybe I am just a worthless stableboy. Maybe that's okay."
Luke had spent most of his thirteen years around hogs, not horses, and any hog would have looked back at him with its piggy eyes as if to say, So? You think I care? But the horses looked at Luke as if they understood. One horse in particular had a way of sliding her nose under Luke's arm as if she were comforting him, as if she wanted to say, I know you've been through a lot. I know you've been hurt and hungry. I know you miss your family and friends. I know you're scared. You just stay right here with me and you'll be fine. Secretly, Luke called this horse Jenny, in memory of a friend of his, Jen Talbot. But deep down he knew that the human Jen would not have been so comforting. Jen probably would have screamed at him: What you are talking about? You're not just some worthless stableboy. You're important! Go out and change the world!
Luke was starting to feel a little dizzy from not breathing. He dared to ease a little air out of his lungs, to take another shallow breath.
The man with the medals on his chest was taking his time walking down the row of boys, staring into their eyes, reaching out to test their arm muscles.
"You," the man said, picking out the tallest kid in the row and shoving him to the other side of the room. "And you," he said, yanking the most muscular boy out of the line.
Luke allowed himself to take a deeper breath. He let himself notice how cold it was out here in the early morning chill, and think about how much warmer it would be back in the stables. Two down, only one to go — he was probably safe. Of the boys remaining, he wasn't the tallest or the heaviest or the strongest. He was just a typical scrawny kid.
The man narrowed his eyes, examining the boys left in the lineup. He grabbed one boy's head so he could stare into the boy's ears; he studied another boy's straw-colored hair. Luke half expected the man to reach into some boy's mouth to look at his teeth, the way the head groom did with the horses.
Good thing Mrs. Talbot managed to get the braces off my teeth, Luke thought. He had a flash of remembering a light-hearted moment in the midst of sorrow and fear: him and his friends laughing in a cozy cottage while Mrs. Talbot tugged on metal bands and wires and protested, "Look, kids, orthodontia is not my specialty. What do they put these things on with? Cement?" In that moment, Luke hadn't cared that the braces endangered him, linking him to a suspect past. He hadn't even cared that all her tugging and scraping hurt. He'd just been happy to laugh with his friends.
Now something caught in his throat, and he had to swallow hard to fight back his memories, to hold back his sense that he deserved to be — no, that he was — more than a worthless, lonely stableboy. Maybe he made a little noise, deep in his throat. The man with the medals on his chest snapped his head toward Luke, focused the gaze of his narrowed eyes squarely on Luke's face. The man gave Luke a cruel, thin-lipped smile. In horror, Luke watched the man slowly lift his arm — higher, higher, and higher, until it was aimed straight out from his body, the first finger extended.
"You," the man said.
He was pointing at Luke.
Copyright © 2006 by Margaret Peterson Haddix
Reading Group Guide
THE SHADOW CHILDREN BOOKS
Among the Hidden
Among the Impostors
Among the Betrayed
By Margaret Peterson Haddix
A Guide for Reading Groups
About the Books
Sometimes in this world it's hard to know who is telling the truth, who isn't, and what can be done about all the things that are wrong. The government claims that there isn't enough food for everyone in the world, and so they have made it illegal for any family to have more than two children. Yet hundreds of these illegal shadow children exist, and they want desperately to find a place for themselves in society. But these are children who have been forced to hide their entire lives, and who are only allowed to venture out with fake IDs in their hands and fear in their hearts. How can they sort through the conflicting information about shadow children and find out where they belong? And will they be able to find the courage to defy the government and stop hiding?
Discussion Topics
- What are some of the ways in which having more than two children would be a burden in this society? Why do some families decide to have illegal shadow children in spite of this added strain? Do you think that the benefits of having another child outweigh the sacrifices that must be made?
- Luke often feels hurt by the way his father treats him, especially when he is making his decision to leave the family farm. Do you think Mr. Garner means to be cruel? Jen's father, Mr. Talbot, can also seem cruel to the casual observer. Is this image justified? How are their reactions to the children different from the reactions of their wives?
- How does the government enforce its rules and regulations? Do you think their plan for dealing with the waning food supply is a good one? Do you think it is justified?
- Nina is reluctant to take on her false identity because she fears she will lose her past and cease to be the same person. Are her fears warranted? How do other shadow children feel about their identities, both old and new?
- When shadow children stop hiding, they often have difficulty adjusting to their newly expanded world. In what ways would this be a hard adjustment to make? How do the different children react to their new freedoms? What has been done to help make it easier for the children?
- Luke is a devoted friend to Jen even after her death. Why does he feel such loyalty toward her? Do you think his concept of friendship—as well as his devotion to Jen—would have been different if he hadn't been in hiding all his life? How are Nina's concepts of friendship and love affected by the fact that she is a shadow child?
- Discuss how each character chooses to fight for the freedom of shadow children. How effective was Jen's rally? Is Mr. Talbot in a better position than the children to fight for change? How do Luke's actions fit into the movement?
- Many of the characters find they have the potential to lead others. What are the different ways they assume leadership roles? Whose leadership is the most effective? Why?
Activities
- The world's population grows larger every day. Write a report on population: how it has changed over the years, how it affects our society, and ways of dealing with it.
- How do we deal with hunger and famine in our modern world? Research the policies that different countries have for dealing with hunger both at home and abroad. Stage a debate, with each person advocating a different approach, and see if you can reach a consensus about which methods are the most effective.
- Luke's family lives on a farm, and he is very interested in gardening and hydroponics, the growing of plants in a nutrient-rich water rather than soil. Learn more about these disciplines by trying to grow some vegetables of your own. Perhaps you can plant a small garden, or try your hand at hydroponics.
Introduction
ABOUT THE BOOKS
Imagine living in the shadows, hiding your existence from almost everyone in the world. This is the plight of Jen, Trey, Nina, and all other third-born children. With their nation plagued by drought and food shortages, their government has made it illegal for families to have more than two children. Yet thousands of thirds exist without identification cards or rights of any kind. As these shadow children begin to discover and communicate with each other, their worldviews broaden. They begin to wonder why their government claims that they are the cause of all of their nation's ills, and they question the worth of their leaders themselves. Fearfully, unwittingly, or angrily, these secret children emerge from the shadows to fight for change.
The seven Shadow Children novels are told from the viewpoints of Luke, the beloved third son of a rural family; Matthias, the abandoned urban orphan raised by elderly moralist Samuel; and other third children. Their narratives offer readers differing perspectives on the compelling questions explored in the series. Should the government have the right to dictate the size of families or other aspects of how people choose to live their lives? In an age of televised news, how can one be certain what is really happening in the world and what is illusion — who is telling the truth and who isn't? Can individual actions truly affect the future of a nation? And, ultimately, what does it mean to live in freedom?
DISCUSSION TOPICS
Why do you think some families decided to have third children despite their society's desperate circumstances and strict laws? Do you think that the benefits of having another child would outweigh thesacrifices that must be made? Why or why not?
Each third child comes from a different background and type of hiding place. How are these children treated by the people who care for them and hide them? How do they feel about their circumstances? How do these feelings affect their actions?
How does the government enforce its rules? Do you think its plan for dealing with the low food supply is a good one? Is it justified? Must governments limit individual freedoms to protect their citizens as a group? Is this the case in your own country?
To come out of hiding, shadow children must assume false identities. How would you feel if you had to live under an assumed name, denying your relationship to your family? Which shadow child's feelings about this situation are most like your own and why?
Are the shadow children in more danger when they are hidden or when they venture out into the larger, more complicated world? In what ways do you think this would be a difficult transition to make? Would you feel safer or less safe out in the world?
Shadow children are often uncertain whether people are their friends or their enemies. Cite examples when third children question the loyalties of Mr. Talbot, Smits, Oscar, and even members of the Population Police Force. Is trust as difficult in your world?
A critical challenge faced by each shadow child is the sense that one individual cannot make a difference. When do Luke, Nina, Trey, and Matthias express this sense? Are they correct? What is the relationship between this feeling and the leadership roles these children ultimately take on?
How do different characters contribute to the fight for the freedom of the shadow children? How effective is Jen's rally? Does Luke help the cause when he joins the Grant family of Barons? Can Trey's fear be a type of courage? How do Mr. and Mrs. Talbot, Mr. Hendricks, and even Philip Twinings help the fight?
It becomes increasingly clear that the government is misinforming its citizens. What lies are told on the public television channels? How is the information on the Baron channels different? What roles do television and the Internet play in the novels?
Why do you think the government is, in a sense, framing the shadow children for the nation's problems? Whom do you think the starving population would be angry with if they did not have the shadow children to blame for their hunger?
In what ways does hunger affect different characters and their actions? If your family were hungry, would you have joined the Population Police? Why or why not?
When Aldous Krakenaur and the Population Police are defeated in the final book, are the third children truly safe? What does Luke do to expose Oscar? Why does Nina feel that only a third child could have stopped Oscar?
What kind of government do you think — or hope — the shadow children will help to create? How does Luke imagine the future? Do you think it will be perfect? Do you think it will be better? Explain your answer.
QUOTATIONS TO DISCUSS
Among the Hidden begins with Luke musing: "I will never be allowed outside again. Maybe never again as long as I live." What might you do if you were facing your final moments outside? How does this passage affect your understanding of the series?
Jen tries to persuade Luke to join the rally, saying, "You've got to come, Luke, or you'll hate yourself the rest of your life. When you don't have to hide anymore, even years from now, there'll always be some small part of you whispering, 'I don't deserve this. I didn't fight for it. I'm not worth it.' But you are, Luke, you are." List three ways Jen's words are important. How is Jen, who dies, a key character throughout the series? Compare and contrast the characters of Jen and Samuel as moral thinkers and leaders.
Near the end of Among the Impostors, Mr. Hendricks explains that, "The Population Police can lie too...It suits the government's purposes to say they are arresting third children rather than traitors." Why might this be better for the government's purposes? Are third children the real cause of the nation's troubles?
Among the Betrayed opens with Nina's thought that "...like the bogeyman and the Big Bad Wolf and the Wicked Witch and the creep-show monster, the Population Police belonged in stories and nightmares, not real life." What makes these rebellious thoughts? What makes these brave thoughts?
In Chapter 29 of Among the Barons, "Luke remembered a quote from one of his history books: 'The king is dead, long live the king.'" How do Luke's experiences help him understand these words spoken upon the death of France's Kings? Is the transfer of power in Luke's world really this clear? How might this quote be understood in terms of the way leadership changes hands in your country?
In Chapter 21 of Among the Brave, Luke's brother, Mark, complements Trey on being braver than him. As Trey Responds, he realizes, "People are brave in different ways." Explain this quote in terms of the different types of bravery depicted in the series.
In Chapter 19 of Among the Enemy, Matthias wonders why he could save a Population Police officer, then fight against him. "It had to do with Samuel telling him, over and over again, 'Killing is wrong.' Even...back in the cabin, Matthias hadn't wanted to be an accomplice to any more murder." How does the memory of Samuel affect Matthias's thoughts and actions? How do Samuel's words affect your understanding of the relationship between third children and their government?
At the end of Chapter 8 in Among the Free, Luke asks a boy about his loyalties. "'Which side am I on?' [the boy] repeated. 'What do you think? Whatever side feeds me — that's the one for me.'" Luke later muses, "Shouldn't the enemies of my enemies be my friends?" Discuss loyalty in terms of these two quotations. Could you ever be driven to think like the hungry boy? Why or why not? How would you respond to Luke's circular question about the enemies of his enemies?
WRITING AND RESEARCH ACTIVITIES
Hiding
The premise of the Shadow Children series is that third children must live in hiding, pretending not to exist. Imagine you are a third child. Write three to five journal entries describing your life, how you feel about it, and your dreams, if any, for the future.
Margaret Peterson Haddix calls these novels the "Shadow Children" series. What other words, such as hidden or forbidden, describe third children? Look up "shadow" in the dictionary. Based on these exercises, write a short essay explaining why "shadow" is, or is not, the best word to use in the series title. If not, what series title would you suggest?
Make a "top ten" list of reasons people join the Population Police. Then, in the character of one of those of people, write a speech explaining to the Population Police why you have come to join them. Read your speech aloud to classmates.
In the final book, Luke balks at being interviewed on camera, stating that if he is free then he has the right to say nothing. Why does Luke say this? Role-play this scene, having one classmate act as the interviewer while others play liberated citizens. You may also want to role-play the scene in which citizens begin to testify against third children once again. Discuss ways in which these role-plays are similar and/or different.
Population
The world's six billionth child was born in 1999, and our population continues to grow. A growing population poses risks to the planet. Imagine you have just been told that you are child number six billion. Write a journal entry describing how you feel about this fact.
The world's three most populous countries are China, India, and the United States. Research how population growth has been handled in one of these countries. Compare and contrast the different population changes and policies with the research of other classmates or friends. Have the policies been successful? What positive and negative effects might these policies have in the future? (Hint: Excellent data is available on the Population Reference Bureau website: www.prb.org.)
Food and Hunger
Luke's family lives on a farm, and he is very interested in gardening and hydroponics, the growing of plants in a nutrient-rich water rather than soil. Learn more about these disciplines by trying to grow some vegetables of your own or trying your hand at hydroponics.
The people of the Shadow Children world sometimes act against their moral senses because they are starving. What does it mean to be hungry? Write a paragraph describing how your stomach, limbs, and mind feel when you have missed a meal. Compare this to an encyclopedia definition of starvation. Based on these observations and facts, write a defense of the starving people's bad acts.
How do we deal with hunger and famine in our modern world? Research the policies that different countries have for dealing with hunger both at home and abroad. Stage a debate, with each person advocating a different approach, and see if you can reach a consensus about which methods are the most effective.
Governments and Control
Are these novels about a strong government preventing famine through limiting population? Or are they about a failing government attempting to keep control despite the famine by blaming third children for the entire population's hunger? Write a paragraph explaining which of the above sentences best describes the crisis of the Shadow Children series and why.
Research the population control efforts of the Chinese government, the vilification of the Jewish people by the Nazis in World War II, or the racial hierarchy established between the Hutu and Tutsi people in Rwanda. Present an informative poster based on your research to friends and classmates. Discuss the ways in which each of these governments resembles the actions of the Shadow Children government. Then, if desired, write a paragraph stating which real-life situation you think is most similar to the series and why.
To promote the idea that third children are villains, the government feeds the population propaganda through television and posters. Find the dictionary definition of propaganda. Look for examples of propaganda in the novels. Then create your own propaganda poster defending or blaming third children for the troubles of their nation.
Luke and his friends ultimately have the opportunity to help create a new government. With classmates or friends, brainstorm a list of rules, regulations, and freedoms for the new government you would create for the Shadow Children. Or you and your classmates can each draft a new constitution for the Shadow Children to present to your class. Vote on the best constitution.
What does it mean to be free? Hold a Freedom Day at your school or classroom. Learn about celebrations of freedom across time and cultures. Write an essay, poem, or song lyrics; create a sculpture, drawing, or collage; or improvise a dance or a play showing what freedom means to you.
Margaret Peterson Haddix is the author of many critically and popularly acclaimed teen and middle-grade novels, all published by S&S. A graduate of Miami University (of Ohio), she worked for several years as a reporter for The Indianapolis News. She also taught at the Danville (Illinois) Area Community College. She lives with her family in Columbus, Ohio.
