BAEN BOOKS 
READING GUIDES 2015

Copyright © 2015 by Baen Books

A Baen Book Original

Baen Publishing Enterprises
P.O. Box 1403
Riverdale, NY  10471
www.baen.com

eISBN: 978-1-62579-382-9

INTRODUCTION

Many students love science fiction stories. Even students who don’t ordinarily like to read find themselves drawn to speculative fiction. We at Baen Books believe that science fiction, fantasy, and other works of speculative fiction have many advantages for inclusion in the middle and high-school curriculum. This type of fiction can foster a love of reading among students, provide the basis for writing assignments that will motivate and intrigue them, spark lively discussions, and lead students to productive explorations of questions in history, science, sociology, religion and ethics. Baen Teachers’ Guides are designed to provide instructors with resources for using Baen books as foundations for this sort of exploration.

We hope these guides will make it productive and interesting for you to include Baen titles in your curriculum. We welcome your comments on this guide and your suggestions for future guides. Let us know how we can improve the guides for classroom use as well as any other ideas you have for using Baen books in your classroom.

Copyright 2010 by Baen Books.

TEACHER’S GUIDE TO FARMER IN THE SKY
BY ROBERT A. HEINLEIN

Contents:
•	recommended reading levels
•	Heinlein biographical material and links
•	background of the book and plot summary
•	character sketches
•	chapter guides include a more detailed plot summary and may also include some of the following:
•	Prepare to read …
•	vocabulary
•	focus questions or initiating activity
•	plot summary
•	quiz/reading comprehension questions—multiple choice/short answer questions to testing reading comprehension
•	reflection and discussion questions—may be used to initiate classroom discussion, as short writing assignments, or as test questions
•	suggested activities/inquiry-based exploration—suggestions for activities and projects

Recommended reading levels: Heinlein’s young adult or “juvenile” fiction appeals to readers of many ages, from early middle-school readers to adults, and much of his earlier work can also be read by young adults although they were originally marketed to older readers. For use in the classroom, Farmer in the Sky is probably most appropriate for readers in grades 5-10.  Farmer in the Sky has been listed on several recommended reading lists for children and young adults, including The Golden Duck Awards for Excellence in Children’s Science Fiction recommended reading list (http://www.goldenduck.org).

Biographical information on Robert Heinlein:

Robert Anson Heinlein is considered to be one of the best, if not the best, writers of science fiction of all time. He was a prolific, commercially and critically successful, and, at times, controversial contributor to the genre. He was born in Butler, Missouri, on July 7, 1907, and graduated from the United States Naval Academy in 1929. Heinlein served in the Navy until 1934, but was forced to retire because of tuberculosis.  After a few failed business and political ventures, he decided to try writing and sold “Lifeline,” a short story, in 1939 to Astounding Science Fiction, which was a “pulp” magazine.  These were periodicals published on cheap (pulp) paper that catered to popular tastes for genre fiction (mystery, romance, detective, adventure, horror, and science fiction). He was a regular contributor to science fiction pulp magazines for the first several years of his career. He hit his stride as a novelist after World War II, publishing fourteen “juvenile” novels aimed at the young adult market as well as many novels for adults. Some of his most popular works are Double Star (1956), The Door into Summer (1957), Stranger in a Strange Land (1961), The Moon is a Harsh Mistress (1966), and Time Enough for Love (1973), and four of his novels won the Hugo Award, which is presented at the annual World Science Fiction Convention.   Heinlein wrote the screenplays for two movies: Destination Moon (1950) and Project Moonbase (1953), and two of his novels have been adapted into films: The Puppet Masters (book, 1951; film, 1994) and Starship Troopers (book, 1959; film, 1997).  His novel Space Cadet (1948) also inspired the television show Tom Corbett, Space Cadet (1950-1955). Heinlein died in Carmel, California, on May 8, 1988. For more biographical details, see the following articles:

•	The Robert Heinlein Society offers a biographical essay by William H. Patterson, Jr. (The Heinlein Society, http://www.heinleinsociety.org/rah/biographies.html) and further information about Heinlein’s life and work (The Heinlein Society, http://www.heinleinsociety.org/rah/FAQrah.html).

Suggested class activity: Have your students read the information on Heinlein above before they begin the book. 

For further information on Heinlein and his work:

•	The most current and extensive website dedicated to Heinlein is that of The Robert Heinlein Society (http://www.heinleinsociety.org/). In addition to the biographical information linked above, the Society website includes news, essays, forums and many other interesting areas to explore. 
•	Another useful website is RAH: The Robert A. Heinlein homepage by James Gifford (http://www.nitrosyncretic.com/rah/). Although this web site is not currently being updated, it contains useful FAQs, essays and links on Heinlein’s life and work. 
•	Another website that is not currently being updated, but which provides some interesting essays and biographical information is Robert A. Heinlein, Dean of Science Fiction Writers (http://www.wegrokit.com/).
•	There are several critical studies of Heinlein’s work that are available in book form.  The first and still one of the best is Heinlein in Dimension by Alexei Panshin (Chicago: Advent: Publishers, Inc., 1968).  Panshin devotes three paragraphs to Farmer in the Sky and refers to it elsewhere in the book.  A study that focuses exclusively on Heinlein’s young adult fiction is Heinlein’s Children: The Juveniles by Joseph T. Major (Chicago: Advent: Publishers, Inc., 2006).  There is a chapter on every Heinlein book that can be classified as “young adult,” including Farmer in The Sky, and Major contrasts and compares them with each other as well as Heinlein’s other work.  Another critical study is Robert Heinlein by Leon Stover (Boston: Twayne Publishers, 1987), but it only discusses Farmer in the Sky for one paragraph.   

Background: Heinlein wrote Farmer in the Sky in 1949, and it was serialized and condensed as Satellite Scout in Boys’ Life magazine in 1950.  Scribner’s published it in hardcover in 1950. 

Plot Summary: Heinlein set his story just after the year 2050, about one hundred years from the time he was writing.  Bill Lermer is living in the San Diego area with his widowed father George, an engineer, when George announces that he will be emigrated to Ganymede, a moon orbiting the planet Jupiter.  Bill is unhappy that George plans to leave Bill behind on Earth to finish his education so George decides to take him along.  Four days before they leave, George informs Bill that he is getting married to Molly Kenyon and that Molly’s daughter Peggy will therefore become Bill’s stepsister.  The new family takes to the space shuttle Bifrost to the spaceship Mayflower for the sixty day voyage to Ganymede.  Bill and Hank Jones, a boy he knew from the Boy Scouts, are allowed to visit the control room of the Bifrost.  Aboard the Mayflower, Bill is assigned to bunk in a compartment with nineteen other boys and attends a school that is organized on board.  Bill and Hank also organize a troop of Boy Scouts on the Mayflower, and Peggy helps organize a troop of the Girl Scouts.  Fifty-three days after departure, a meteor hits the ship, creating a hole in the hull in Bill’s compartment.  Bill plugs the hole with his old Boy Scout uniform and a pillow until a permanent repair can be made.  When the Mayflower arrives at Ganymede, the passengers are shuttled to Leda, Ganymede’s town, via the shuttlecraft Jitterbug.  Peggy becomes sick immediately.  George gets a job as an engineer in Leda and rents a small apartment for them, but Peggy does not recover.  After deliberating, they decide not send her back to Earth in the hope that she will eventually get better.  Bill joins the Ganymede Boy Scout troop.  The Lermer family is assigned a piece of land with which to build their farm, where they meet their next door neighbor, Johann “Papa” Schultz.  Bill is hired as a farm hand by Mr. Schultz, and Bill and George start working on their farm in their spare time and build a house and a barn.  After a time, the Lermers, including Peggy, move to the farm.  Bill becomes a full-time farmer, but George keeps his engineering job part-time, while Peggy improves somewhat.  One day, there is an alignment of the Sun, Jupiter, Ganymede, and the other three largest moons of Jupiter, Europa, Io, and Callisto, and the entire family goes outside to watch it.   Unfortunately, the alignment causes a massive earthquake which wrecks the house and severely injures Peggy.  Bill, George, and Molly put Peggy in a stretcher and attempt to walk to Leda, where there is the only hospital.  Although they are eventually rescued, Peggy dies, along with about two thirds of the other colonists and almost all the livestock.  The Lermers initially decide to return to Earth, but change their minds and rebuild the farm.  George and Molly have twin boys.  Bill decides to return to Earth to attend a university, but in the meantime he hires out as a cook on a survey expedition.  While exploring with his old friend Hank, they discover alien artifacts.  Bill comes down with appendicitis and is rushed to the hospital in Leda.  While recovering, he decides that Ganymede has become his home and not return to Earth for more formal schooling. 

Characters:

•	Bill Lermer is a fifteen year old boy living in the San Diego area with his father at the beginning of the story.  His mother is dead. 
•	George Lermer is Bill’s father and works as an engineer.  
•	Molly Kenyon Lermer is Bill’s stepmother.  She had previously been a draftsperson in George’s engineering firm.   
•	Peggy Kenyon is Bill’s stepsister.
•	Hank Jones is a contemporary of Bill’s whom he knew from the Boy Scouts.  
•	Duck Miller is Bill’s best friend on Earth.
•	Captain DeLongPre is the pilot and captain of the Bifrost.
•	Captain Harkness is captain of the Mayflower. 
•	Mr. Ortega is chief engineer of the Mayflower. 
•	“Noisy” Edwards is a contemporary of Bill’s, but definitely not a friend.
•	Johann “Papa” Schultz is a farmer who becomes the closest neighbor to the Lermer family on Ganymede.  
•	“Mama” Schultz is Papa’s wife.
•	Gretchen Schultz is the oldest Schultz daughter and a contemporary of Bill’s.  

CHAPTER SUMMARIES

Chapter I—Earth

•	Prepare to read:
•	Vocabulary
•	helicopter
•	regulation
•	automatic
•	emergency
•	compartment
•	insubordination
•	ration
•	newscast
•	cribbage
•	accordion

•	Focus question/initiating activity: Although still a teenager, Bill is already a licensed helicopter pilot.  Ask the students if any of them would like to fly a helicopter.

•	Chapter summary: In the chapter, the reader is introduced to Bill, George, his father, and Hank Jones, although at this point Hank is only referred to as “the twerp.”  Bill’s mother is dead, and Bill and George live in an apartment in the San Diego area.  Food is rationed, and Bill does the cooking.  Bill is still young enough to be in the Boy Scouts.  George informs Bill of his decision to apply to immigrate to the colony on Ganymede, but leave Bill on Earth so that he can complete his education.  Bill does not want to be left behind, and they have an argument.  Fortunately, they both cool off by the end of the evening.   A few days later, George changes his mind and applies for Bill as well.

•	Quiz/reading comprehension questions:

1.	Where has Bill’s Boy Scout troop been hiking at the beginning of the chapter?

(a) Yosemite
(b) Death Valley
(c) The Redwood forests
(d) The High Sierras

2.	A new spaceship was just been commissioned.  What is its name?

(a) Enterprise
(b) Discovery
(c) Mayflower
(d) Millennium Falcon

3.	Ganymede orbits what planet?

(a) Jupiter
(b) Mars
(c) Saturn
(d) Venus

4.	Where did Bill’s geography class go on its field trip?

(a) Hawaii
(b) Antarctica
(c) Alaska
(d) Greenland

		Answers: 1-d, 2-c, 3-a, 4-b

•	Suggestion for reflection and discussion: In Bill’s world, he gets to travel to places like the High Sierras and Antarctica, but food is rationed.  Ask the students if they would like to live in a world like that.  

•	Suggested activities/inquiry-based exploration: The new spaceship is named after an old sailing ship called the Mayflower.  Have the students research the original Mayflower and the Plymouth colony.

Chapter II—The Green-Eyed Monster

•	Prepare to read:
•	Vocabulary
•	application
•	psychometrics
•	 environment
•	hemorrhage

•	Focus questions or initiating activity: Bill has to decide what belongings to take with him and what to leave behind.  Ask the students what they would pack and what they would leave behind.
  
•	Chapter summary:  Bill and George take a series of physical and psychological tests to see if they qualify to become space colonists.  Fortunately, they both pass. Four days before they leave, George informs Bill that he is getting married and not only will Bill have a new mother but he will also have a new sister.  They have another argument, but Bill tries to be polite when they all have dinner together.  Bill does not attend their wedding.  

•	Quiz/reading comprehension questions:

1. How many pounds of belongings is Max allowed?

       (a) None
       (b) 57.6 pounds
       (c) 100 pounds
       (d) There is no limit

2. What is the status of Bill’s accordion?

(a)	Bill has to leave it behind.
(b)	He takes it, but it counts as part of his weight allowance
(c)	It qualifies as a “cultural asset” and does not count as part of his weight allowance.
(d)	He smuggles it on board the ship.	

3. How did Molly, George’s new wife, meet George?

      (a) She was a draftsperson in George’s engineering firm.
      (b) They met through an on-line dating service.
      (c) They live in the same apartment building.
                              (d)	They met in a bar.

Answers: 1-b, 2-c, 3-a

•	Suggestion for reflection and discussion:  Bill reacts negatively to the news that his father is going to re-marry.  Ask the students how they would feel if their mother died and their father remarried.

•	Suggested activities/inquiry-based exploration:  Bill and the others are required to report to a space port in the Mojave Desert.  Have the students research the Mojave Desert and explain why it would make a good space port. 

Chapter III—Space Ship Bifrost

•	Prepare to read:
•	Vocabulary
•	acceleration
•	helium
•	oxygen
•	incinerator
•	subsurface
•	billiard
•	awning

•	Focus question/initiating activity: The Mojave Desert is the site of a space port. Ask the students if any of them have ever been inside an airport or in a large ship harbor.

•	Chapter summary: Bill talks with George on the telephone the night before they leave.  They are polite but cool to each other.  Bill has made his own hotel reservations in Mojave so they will not see each other until they arrive at the spaceport.  After Bill finishes packing, he decides that he cannot bear to leave his scout uniform behind so he wears it instead.  He takes the train to his hotel in Mojave which he finds is overbooked and has to sleep on a cot in the billiard room.  He arrives at the space port the following morning and joins George, Molly, and Peggy, his new stepsister.  They board the space shuttle together but do not sit together, because passengers are seated by weight.  Bill declines to take any motion sickness medication.  Eventually the ship takes off.  
    
•	Quiz/reading comprehension questions: 
 
1.	Bill’s friend Duck Miller sees him off at the space port and gives him what gift?

(a) A book to read
(b) A pound of chocolate
(c) A DVD
(d) A magazine

2.	Which space shuttle does Bill and his family take?

(a) The Bifrost
(b) The Icarus
(c) The Daedalus
(d) The Challenger

3.	Bill is uncomfortable that morning.  Why is that?

(a)	He has the flu.
(b)	He overate the night before.
(c)	He did not sleep the night before.
(d)	His Boy Scout uniform is too warm for the desert.

Answers: 1-b; 2-a; 3-d

•	Suggestion for reflection and discussion: Bill makes his own hotel reservation, cleans out the apartment, and travels by himself to Mojave.  Ask the students if any of them think they would know how to do this.

•	Suggested activities/inquiry-based exploration: Two of the spaceships ferrying people from the spaceport to the Mayflower are named Icarus and Daedalus.  Both names are from Greek mythology.  Have the students research the myths associated with those names.

Chapter IV—Captain DeLongPre

•	Prepare to read:
•	Vocabulary
•	g
•	ballistics
•	trajectory
•	stanchion
•	injector
•	geography
•	transcription
•	telescope
•	periscope

•	Chapter summary: The Bifrost’s engines blast for three minutes before cutting off.  Bill finds that weightlessness makes him sick and receives an injection for motion sickness from the stewardess.  After a time, he feels comfortable enough to move around and looks out a viewport.  Then he encounters Hank Jones, aka “the twerp.”  At Hank’s suggestion, they make their way to the control room and to Bill’s surprise, the pilot, Captain DeLongPre, lets them in.  The pilot and copilot explain a few of the instruments.  After Hank and Bill leave, Bill finds George, Molly, and Peggy.  Then they return to their seats for a course correction.  The Bifrost docks with the Mayflower, and the passengers disembark.

•	Quiz/reading comprehension questions:

1. Why is Captain DeLongPre famous?

(a) He was an Olympic champion.
(b) He single-handedly busted a gang of space pirates.
(c) He set a space speed record.
(d) He was the first person to walk on Mars.

2. What ship is still under construction?

(a) The Star Rover III
(b) The Enterprise
(c) The Millennium Falcon
(d) The Discovery

3.  When Bill and Hank visit the control room, the pilot and copilot are drinking coffee.  What did they use to hold the coffee?

(a) Styrofoam cups
(b) Mugs with their names on them
(c) Plastic bags with nipples on them
(d) Bottles
		
Answers: 1-b, 2-a, 3-c

•	Suggestion for reflection and discussion: Ask the students if any of them would like to travel to space.

•	Suggested activities/inquiry-based exploration: Have the students research the old American space shuttle program.

Chapter V—Captain Harkness

•	Prepare to read:
•	Vocabulary
•	solvent
•	theatrical
•	amateur
•	impromptu
•	compensator

•	Focus questions/initiating activity:  The Mayflower flies by the Moon enroute to Ganymede.  Ask the students whether they would like to go to the Moon. 

•	Chapter summary:  The most striking observation Bill makes about the Mayflower is how bad it smells.  Not only are a lot of people packed into a close space, but some have been sick from motion sickness and others are nervous because it is there first time in space.  There is mass confusion at first, because everyone is trying to find their bunks/acceleration couches.  It takes Bill half an hour to find his, and he barely has enough time to strap in before the Mayflower starts to accelerate.  He finds himself in a kind of barracks with 19 other teenage boys located on the lowest and outermost deck.  Compared to the Bifrost’s lift-off, the Mayflower’s acceleration is anti-climactic.  Bill barely notices when it starts. Captain Harkness appears on a television screen and orders the passengers to stay put and explains that unnecessary movement by large numbers of people can cause the ship to go off course.  He also says that the ship aides will serve lunch while the ship is under acceleration.  It seems to take a long time for lunch to arrive, so another boy, “Noisy” Edwards, goes off in search of lunch.  Shortly afterward, the ship’s aide arrives with their lunches.  “Noisy” not only misses his lunch, but he is strapped down for the remainder of time the ship is under acceleration.  For Bill, the highlight of the time under acceleration is the ship’s fly-by of the Moon, which they watch on the television.  After four hours of acceleration, the ship’s engines are turned off, and the ship is put into a spin that provides an artificial gravity equivalent to Ganymede’s so the colonists can acclimate.  Bill and his bunkmates are required to attend a Captain’s Mast, a kind of trial in which Captain Harkness heard testimony about Noisy’s and another passenger’s behavior during acceleration.  Both were accused of moving around the ship in defiance of his orders.  The captain finds them guilty and orders them punished.    

•	Quiz/reading comprehension questions: 

1. What is Noisy’s punishment?

2. What is the woman’s punishment?
	(a) Imprisonment for ten days
	(b) She becomes a full-time dishwasher for the duration of the trip, which will be sixty days.
	(c) A fine of $10,000
	(d) Probation

Answers: 1-Since he refused to wait for lunch, he is sentence to eat and drink only bread and water for ten days.   2-b.

•	Suggestion for reflection and discussion: Were these punishments fair?

•	Suggested activities/inquiry-based exploration: Have the students study the concept of centrifugal force.

Chapter VI—E=MC2

•	Prepare to read:
•	Vocabulary
•	constitutional
•	monarch
•	resolution
•	hydroponics
•	Eel
•	mass
•	conversion

•	Initiating activity:  Ask if any of the students had ever sailed on a cruise ship and how it differed from the Mayflower. 

•	Chapter summary:  After the Captain’s Mast, Bill finds the rest of his family.  George and Molly have their own compartment, but Peggy, like Bill, is staying in the equivalent of a barracks.  Shortly afterward, the captain orders an election for a ship’s council, which will act as the ship’s court.  The council sets up meal periods and also orders that everyone under a certain age must go to school.  The first day of school consisted of a tour of the ship, which also serves to explain to the reader how the ship is laid out and how it is powered, which is by a mass-conversion engine derived from Albert Einstein’s famous equation “E=MC2”.

•	Quiz/reading comprehension questions: 

1. What happens if a repair to the main engine is necessary?  

	2. How many view ports are there and where are they located?

	Answers: 1— Mr. Ortega, the chief engineer, will make the repair and quickly die of radiation poisoning.   2—There are only four view ports, and they are located in the floor of the outermost deck.

•	Suggestion for reflection and discussion:  Ask the students how they would feel if they went off on an adventure and learned they would have to go to school.

•	Suggested activities/inquiry-based exploration:  Have the students research the theories of Albert Einstein, especially the famous “E=MC2” equation.

Chapter VII—Scouting in Space

•	Prepare to read:
•	Vocabulary
•	university

•	Focus question: Ask the students if any of them had found summer vacation boring and were relieved when school started.

•	Chapter summary: Bill and Peggy attend school for five hours a day.  There are no tests or homework, simply adults talking about subjects they know.  After a time, Bill does not have enough to do while he is not attending a class.  One night, Bill and Hank are talking, and Bill has the idea of starting a Boy Scout troop.  At an organizational meeting, Hank is elected chairman.  They organize into three troops led by the dozen Eagle Scouts among them.  Bill is appointed one of the troop leaders.  At the same time, Peggy helps organize a Girl Scout troop. 

•	Quiz/reading comprehension questions:

1.	Which one of the following is NOT the name of one of the three Boy Scout Troops?
	   
	    (a) Baden-Powell
	 (b) Saint George
	 (c) Aguinaldo
	 (d) Junipero Serra
			
2.	 Which of the following is NOT one of the merit badges attainable on board the Mayflower?

    (a) Hydroponics
	 (b) Ballistics
	 (c) Beekeeping
	 (d) Astrogation

	Answers: 1-b, 2-c

•	Suggestion for reflection and discussion:  Ask the students if any of them is or was a member of the Boy Scouts or Girl Scouts.

•	Suggested activity/inquiry-based exploration: Have the students research the history of the Boy Scouts and Girl Scouts.

Chapter VIII—Trouble

•	Prepare to read:
•	Vocabulary
•	flywheel
•	reveille
•	meteorite
•	tertiary

•	Focus question/initiating activity: Bill acts quickly in an emergency situation. Ask the students if any of them had ever been in an emergency and what they did.

•	Chapter summary: Bill is folding his Boy Scout uniform when a meteor breaks through the floor of his compartment, creating a hole almost as big as Bill’s fist. To prevent air from escaping from the ship, Bill stuffs his uniform into the hole. Realizing the air is still leaking, he has one of the other boys give him a pillow with which he covers the hole.  After a time, two crewmen in spacesuits enter the compartment and take over for Bill.  One of them, Mr. Ortega, has a metal patch which they use to replace the uniform and pillow.  Later that day, Captain Harkness holds a Captain’s Mast at which he recognizes Bill’s heroism.  After the ceremony, Mr. Ortega gives Bill the meteor, which Bill keeps as a souvenir.      

•	Quiz/reading comprehension questions: 

1.	What does Noisy do to Bill a few days later?  

2.	What happened to Bill’s Boy Scout uniform?

Answers: 1- Noisy beats Bill up.  2—It was ruined, so Bill cut off the merit badges and had the rest incinerated.   

•	Suggestion for reflection and discussion: Why does Noisy beat up Bill?  

•	Suggested activities/inquiry-based exploration:  Have the students research meteors. 

Chapter IX—The Moons of Jupiter

•	Prepare to read:
•	Vocabulary
•	hypothetical
•	councilor
•	cynical
•	impeach
•	satellite
•	equator

•	Focus question/initiating activity:  Ask if any of the students if anyone has ever pointed out Jupiter to them in the night sky.

•	Chapter summary:  The Mayflower approaches Ganymede in a roundabout way in order to minimize the danger of being hit by another meteor.  Bill was allowed to watch from a view port for about two minutes as passengers took turns, and he watched the rest of the approach on a television screen.  After the ship goes into orbit around Ganymede, the passengers are shuttled to the surface of the moon. There is only one small spaceship for the task, and it takes several days.  Bill and his family are transported on the third day.  Ganymede has an atmosphere as a result of the terraforming project that started about fifty years earlier, but the air pressure is lower than what they were used to, causing Peggy’s nose to bleed. Furthermore, it is snowing when they land, they have to use a rope ladder to exit the ship, and they have to walk half a mile to a shelter.   Bill and George are recruited to help with the luggage.  When they return, they found that the males and females are being sent to separate dormitories.  
      
•	Quiz/reading comprehension questions: 

1.  What is the name of the spaceship that shuttles to and from the surface of Ganymede?  
	
	(a) The Enterprise
	(b) The Millennium Falcon
	(c) The Discovery
	(d) The Jitterbug
	
            2.	Who is the captain of the spaceship?

(a) A woman named “Captain Hattie”
(b) A Scotsman named “Scottie”
	(c) An African named “Lando”
	(d) An American named “Han”

Answers: 1-d, 2-a

•	Suggestion for reflection and discussion: The disembarkation process seems rather hectic.  Ask the students whether they have ever sailed on a cruise ship and how the disembarkation went.

•	Suggested activities/inquiry-based exploration:  Have the students research Jupiter and its moons, except for Ganymede. 

Chapter X—The Promised Land

•	Prepare to read:
•	Vocabulary
•	igloo
•	microfilm
•	dormitory
•	hominy
•	endive
•	queue
•	uranium
•	eclipse
•	commissary

•	Chapter summary: George protests the separate of families, but his complaint is ignored.  On the other hand, the food is good and plentiful.  Bill gets to see the hydroponics sheds and the retail exchange.  After a few days, the snow stops, and they can see Jupiter.   
 
•	Quiz/reading comprehension questions: 

1.	In the hydroponics sheds, Bill sees plants tagged “M-G” and “N.T.”.  What do they mean?

2.	What does Bill discover about merchandise imported from Earth?

3.	What is the name of the town?

Answers: 1—“M-G” stands Mutation-Ganymede, which means they are special mutations adapted to conditions on Ganymede.  “N.T.” stands for Normal Terrestrial, which means they are the same plants grown on Earth.   2—They are too expensive for him to buy.  3—Leda.

•	Suggestion for reflection and discussion: Bill describes the food in great detail.  He has grown up in a world where food is strictly rationed, but now he can eat as much as he wants.  Ask the students if any of them get hungry.  

•	Suggested activities/inquiry-based exploration:   Have the students research Ganymede.

Chapter XI—“Share Croppers”

•	Prepare to read:
•	Vocabulary
•	share cropping
•	homestead
•	partition
•	barrack
•	ecology

•	Focus questions/initiating activity: The colony on Ganymede was set up to accept five hundred immigrants each year, but six thousand people arrived on the Mayflower.  Do the new arrivals have the right to be unhappy?

•	Chapter summary:  A week after they arrive, George accepts a staff engineering job with the colonial government, which entitles him and his family to a small apartment.  There is a big, contentious meeting between the colonial administrators and representatives of the new arrivals, when they learn how long it will be before they can start building their homesteads.  Because of the shortage of machinery, it will be longer than they had expected.  One of their options is to become a share cropper with one of the established homesteaders until their own homesteads are available.

•	Quiz/reading comprehension questions:

1. When can the new arrivals expect to start building their homesteads?  
     (a) Five months 
     (b) Twenty-one months
     (c) Three years
     (d) Five years

Answers: 1—b

•	Suggestions for reflection and discussion:  Explain to the students the difference between share cropping and homesteading.

•	Suggested activities/inquiry-based exploration: Bill mentions the story of Jacob in the Bible.  Have the students read the story, which appears in the book of Genesis.  

Chapter XII—Bees and Zeroes

•	Prepare to read:
•	Vocabulary
•	deadhead
•	pressurize
•	tenderfoot
•	agronomy
 
•	Focus questions/initiating activity: Ask the students if they would go home to Earth if they were in the Lermers’ situation.

•	Chapter summary: The Lermers meet in Peggy’s hospital room to discuss whether they want to return to Earth.  Molly wants to send Peggy back alone to live with Molly’s sister, but Peggy pleads to be allowed to stay.  When Bill offers to accompany her, they decide to remain as a family.  Bill discovers that there is a Boy Scout troop in Ganymede.  Although Bill is an Eagle Scout, the Ganymede Scouts regard him as a tenderfoot, and he is placed on one year probation before they will recognize his Eagle status.  He studies for merit badges in agronomy and ecology.  

•	Quiz/reading comprehension questions:

1.	Where does the Ganymede colony get its oxygen for humans and animals?

2.	Where does the colony get its heat?

3.	Where does the colony get carbon dioxide for plants?

4.	Where does the colony get soil for farming?

5.	What is the penalty for stepping on a bug?

Answers: 1—by melting ice; 2—the power plants generate heat; 3—by melting dry ice; 4—grinding up rocks; 5—a stiff fine.

•	Suggestions for reflection and discussion:  Ask the students if any of them have any experience in gardening.

•	Suggested activities/inquiry-based exploration: Have the students research the Homestead Act of 1862.

Chapter XIII—Johnny Appleseed

•	Prepare to read:
•	Vocabulary
•	cultivation
•	lava
•	boisterous
•	volcano
•	cairn
•	bluegrass
•	boulder
•	hermit
•	yodel
•	prodigal

•	Focus question/initiating activity: Ask the students if any of them have ever picked an apple directly from an apple tree.

•	Chapter summary: Three weeks later, Bill and George learn the location of their land, and they walk there to inspect it.  While they are studying it, they meet their next door neighbor, Johann “Papa” Schultz, who invites them to his farm for tea and cake.  Bill and Papa are already familiar to each other, because four of Papa’s sons are in the Boy Scouts.  The only apple tree, in fact the only tree of any kind, on Ganymede is located on Papa’s farm.  Papa picks an apple and gives it to Bill. Inside the house, they meet Mrs. “Mama” Schultz and several of the Schultz children.  The house’s most distinctive feature is that it has a fireplace, although there is no wood to burn.  After Bill eats the apple, Papa carefully extracts the seeds from the core, places them in an envelope, and gives them to Bill to plant one day in the future.  Then Papa offers Bill a job on his farm.    

•	Quiz/reading comprehension questions:

1. What is the name of the oldest Schultz daughter?
	
	(a) Susan
	(b) Sally
	(c) Gretchen
	(d) Leah

2. What kind of apple does Papa give Bill?

	(a) Winesap
	(b) Stark’s Delicious
	(c) Rhode Island Greening
	(d) Rome Beauty

3. What are the chairs made from?

	(a) Wood
	(b) Fence posts
	(c) Plastic
	(d) Oil Drums

Answers: 1-c; 2-a; 3-d
 
•	Suggestions for reflection and discussion: The Schultzes have nine children.  Ask the students if any of them come from a family that large.

•	Suggested activities/inquiry-based exploration: Have the students research the legend of Johnny Appleseed.

Chapter XIV—Land of My Own

•	Prepare to read:
•	Vocabulary
•	oxide
•	wheelbarrow
•	caponize
•	dynamite
•	nitroglycerine
•	silicosis
•	nitrate
•	nitric acid

•	Initiating activity: Ask the students if any of them have ever milked a cow.

•	Chapter summary: Bill works as a hired hand on the Schultz farm to learn to become a farmer.  The Schultzes raise pigs, cows, and chickens and make their own soil.  In the meantime, George works for the colonial administration as an engineer, Molly works as a school teacher, and Peggy stays home trying to get well.  George spends his free time on their farm breaking up boulders with dynamite.  Eventually, the rock crusher arrives and levels about five acres of the Lermer farm.  The next week, Bill is given the chance to use a “cud-chewer,” a smaller version of the rock crusher to further break down the stones and start converting them to soil, for a week.  Then the Lermers receive their allotment of “pay dirt.”  The Schultzes donate six wheelbarrow loads of organic garbage. Finally, Bill adds some artificial nitrates before planting grass.  Once the grass starts to grow, the Lermers start building their house using Ganymede rock.  They cannot afford to make it earthquake-proof, but Peggy’s room has to be airtight and equipped with an air lock, because she still cannot handle Ganymede’s low air pressure.    Bill’s Boy Scout troop and the Schultz family help raise the house.  

•	Quiz/reading comprehension questions:

	1. What is “pay dirt”?

2. The absence of what item makes farming easier?

	3. Why is dynamite cheap?

	4. Who supervises the application of the “pay dirt”?

	5. Why is Ganymede susceptible to earthquakes?

Answers: 1—concentrated soil cultures with the bacteria, fungi, and microscopic worms conducive to the growth of plants; 2—There are no weeds on Ganymede; 3—Dynamite can be manufactured on Ganymede; 4—Papa Schultz; 5—Ganymede is close to Jupiter and its gravity field.  In addition, melting the ice caps to generate an atmosphere redistributed the moon’s mass.

•	Suggestions for reflection and discussion: Ask the students whether any of them have lived on a farm.

•	Suggested activities/inquiry-based exploration: Have the students research the earthworm and its importance.

Chapter XV—Why Did We Come?

•	Prepare to read:
•	Vocabulary
•	apparatus
•	ultraviolet
•	broody
•	plankton
•	algae
•	entomology
•	bionomic
•	fortissimo
•	billiard

•	Initiating activity:  Ask the students whether any of them have ever stayed in a house without indoor plumbing.

•	Chapter summary: Bill moves into the house before it is hooked up to the electrical grid, which provides both heat and light.  Then George, Molly, and Peggy move in, although the house does not have indoor plumbing.  George keeps his job in town on a part-time basis, but Molly becomes a full-time farm wife.  Peggy stays mostly in her room, and the family usually have their meals there.  They buy a “bubble stretcher” on credit, which allows them to take Peggy outside.  As the name implies, this is an airtight stretcher with an oxygen supply.   On one occasion, she improves sufficiently to go outside without the stretcher, but she can only tolerate the low air pressure for about ten minutes

•	Quiz/reading comprehension questions: 

	1. At what temperature does water boil on Ganymede?

2. Why are there no bees?

	3. What song does Bill play on his accordion one night?

Answers: 1—140 degrees Fahrenheit; it boils at 212 degrees at sea level on Earth.   2—Normal bees cannot fly in Ganymede’s low air pressure.  3—The Green Hills of Earth.   

•	Suggestions for reflection and discussion: Ask the students if any of them had a brother or sister who was very ill and what accommodations had to be made for them.

•	Suggested activities/inquiry-based exploration: George makes a reference to the Eskimos, aka the Inuit.  Have the students research the Inuit people and their lifestyles.

Chapter XVI—Line Up

•	Prepare to read:
•	Vocabulary
•	barrow
•	compost
•	benediction
•	germinate

•	Initiating activity:  Ask the students if any of them have ever been in a major earthquake.

•	Chapter summary: During the spring planting, George gives up his job in town, although he will spend his Saturdays teaching engineering.  He also raises the possibility of installing a window in the house now that they have started manufacturing glass on Ganymede.  Three weeks later there is a special alignment of the four largest moons of Jupiter.  They will all be perfectly lined up on the same side of the giant planet with the sun directly behind them.  The entire family gathers outside to watch it early in the morning before returning to the house for breakfast.  Then the biggest earthquake Bill has ever felt takes place, and Bill grew up in southern California where earthquakes are common.  Their house is destroyed, and, more importantly, Peggy’s room loses its air pressure.  They manage to get her into her bubble stretcher and start walking the nine miles to town.  Then it starts to snow, because the power plants stop working and therefore are not pumping heat into the atmosphere.  After about 5 or six miles, they are rescued by a rock crusher carrying other survivors.     
             
•	Quiz/reading comprehension questions:

1.  How often does this alignment occur?  
	
		(a) Once every 200,000 years
		(b) Every year
		(c) Every seven hundred and two days
		(d) Every Christmas

2. What happens to the cow?

		(a) Nothing
		(b) She is rescued along with the others.
		(c) She freezes to death.
		(d) George cuts her throat.

3. What happens to the chickens and rabbits?

		(a) Nothing
		(b) They are rescued.
		(c) They are left to fend for themselves.
		(d) Bill and George put them down before leaving.

Answers: 1—a; 2—d; 3—c

•	Suggestion for reflection and discussion: Besides earthquakes, ask the students whether any of them have been in a natural disaster such as a flood, tornado, or hurricane, and how they coped.

•	Suggested activities/inquiry-based exploration:  Have the students research earthquakes and their causes. 

Chapter XVII—Disaster

•	Prepare to read:
•	Vocabulary
•	notation
•	hummock
•	immaculate
•	magnitude
•	equator
•	repatriation

•	Initiating activity:  Ask the students who have been in natural disasters whether they returned home or moved somewhere else.

•	Chapter summary:  The rock crusher runs out of power just as they reach the town.  The driver helps them carry Peggy to the hospital, which has emergency power and a pressurized room.  Molly stays with her, George rejoins the engineering staff to help with the recovery, and Bill goes to a shelter.  The shelter has no electricity, and it is 24 hours before Bill receives any food.  After power is restored, Bill returns to the hospital to check on Molly and Peggy, who is stable. Bill is recruited to help find the people who are missing.  They do not find anyone alive in the countryside and load the dead livestock into vehicles to salvage the meat.  After returning, he meets up with George and they return to their own neighborhood to check on their farm and the Schultzes.   To their relief, they discover that the Schultz house is still standing and that the Schultzes have survived by cutting down their apple tree and burning the wood in their fireplace. They also saved the livestock by bringing them inside the house, which is quite a mess.  Bill and George return to their own house and salvage what they can.  The chickens and rabbits they left behind all died, and all the crops failed.  When they return to town, both Bill and George help with the rebuilding, but the family decides to return to Earth on the next ship.  However, when Bill and George actually go to sign up, Bill finds that he cannot do it.  George and Molly, on the other hand, decide that they have to take Peggy back to Earth.  Bill moves back to the farm, and, two weeks before George, Molly, and Peggy are scheduled to leave, Peggy dies.  George and Molly change their minds and decide to stay after all.

•	Quiz/reading comprehension questions:

1.  How many people died as a result of the earthquake?
	
		(a) 24,000
		(b) zero
		(c) 37,000
		(d) 6,000

2.  How many people lived on Ganymede before the earthquake?

		(a) 24,000
		(b) one million
		(c) 37,000
		(d) 6,000

Answers: 1—a; 2—c

•	Suggestion for reflection and discussion: Ask the students how they would feel if any of their sisters or brothers died.

•	Suggested activities/inquiry-based exploration:  Have the students research how communities respond to natural disasters such as earthquakes, floods, tornadoes, or hurricanes.

Chapter XVIII—Pioneer Party

•	Prepare to read:
•	Vocabulary
•	infirmary
•	longitude
•	pioneer
•	topography

•	Initiating activity:  Ask the students if any of them has ever gone on a camping trip.

•	Chapter summary: Molly and George move back to the farm with Bill, rebuild and earthquake proof the house, and replant their crops.  They also add windows and a fireplace.  The Schultzes buy plow horses.  Molly and George have twin boys.  Bill decides to go back to Earth to attend college, but before leaving, he and his old friend Hank Jones join a survey party where Bill is the cook.   One night they have a disturbing discussion of the future of humanity.   

•	Quiz/reading comprehension questions:

1.  How many people now live in Ganymede?
	
		(a) 45,000
		(b) 10,000
		(c) 33,000
		(d) Zero.  The colony has been abandoned.

2.  What is the name of Bill’s specialty as a cook?

		(a) Beef Wellington
		(b) Chernobyl Chili
		(c) Omnibus Stew
		(d) Sassafras Spaghetti

Answers: 1—a; 2—c

•	Suggestion for reflection and discussion: What is the difference between grief and self-pity?

•	Suggested activities/inquiry-based exploration:  Have the students research the concept of population growth and how it affects us.

Chapter XIX—The Other People

•	Prepare to read:
•	Vocabulary
•	contour
•	lichen
•	spore
•	crystal
•	moot
•	glacier
•	stalactite
•	appendix

•	Initiating activity:  Ask the students if any of them have ever been inside a cave.

•	Chapter summary: The survey party explores two valleys.  Although Bill is not feeling well, Hank and Bill get some time off to do some hiking on their own before it is time to break down the camp and move to another valley.  They come across crystals and some odd rock formations.  The crystals lead them to a cave, where they find alien artifacts.  Bill starts to feel pain in his side and passes out. Hank thinks it may be appendicitis.  While Bill sleeps, Hank discovers that one of the artifacts has legs, walks, and is big enough to carry them, which is fortunate because Bill is unable to walk.  Through experimentation, Hank learns how to control the artifact, and they use it to return to the camp.   They are late, but one member of the survey party is waiting for them.  All three use the artifact to rendezvous with the rest of the party.  During the trip, Bill’s appendix bursts.

•	Quiz/reading comprehension questions:

1.  How many legs does the artifact have?
	
		(a) 38; nineteen on each side
		(b) two
		(c) four
		(d) six

2.  What happens when Hank tries to pick up one of the crystals?

		(a) It sings.
		(b) It projects a hologram of a damsel in distress.
		(c) It breaks apart and cuts Hank's glove and hand.
		(d) It expands into a fortress.

Answers: 1—a; 2—c

•	Suggestion for reflection and discussion: Several times during their hike, Bill wants to return to camp, but Hank persuades him to keep going. Which one was right?

•	Suggested activities/inquiry-based exploration:  Have the students research the possibility of life on other planets.

Chapter XX—Home

•	Prepare to read:
•	Vocabulary
•	esoteric
•	environment

•	Initiating activity:  Ask the students if any of them have spent time in the hospital.

•	Chapter summary: Bill is transported to the hospital, where he recovers. Scientists confirm that Bill and Hank discovered alien artifacts.  Bill decides that he does not need to return to Earth for school, because Ganymede is his home now.   

•	Quiz/reading comprehension questions:

1.  When the scientists study the artifacts, what deduction do they make about the aliens who made them?
	
		(a) They had no eyes.
		(b) They were humanoid.
		(c) They had three sexes.
		(d) They came from Mars.

2.  What does George want Bill to do?

		(a) Stay on their farm on Ganymede
		(b) Move to Callisto
		(c) Return to Earth and attend a prestigious university
		(d) Become a space pilot

Answers: 1—a; 2—c

•	Suggestion for reflection and discussion: Ask the students whether they think Bill is making the right decision about returning to Earth and going to school.

•	Suggested activities/inquiry-based exploration:  Bill cites American president Andrew Johnson as an example of a successful person who had no formal education.  Have the students research the life of Johnson.

Suggestions for more extended papers/projects, which allow students to reflect on major themes in the book as a whole:

•	In his book Heinlein in Dimension, Alexei Panshin discusses recurring character types in Heinlein’s fiction: Stage 1 and Stage 2.  A Stage 1 individual is young and competent, but naïve.  A Stage 2 individual is older, often functions as a mentor for the Stage 1 individual, and knows how things work.  Panshin argues that both Bill and Hank are in intermediate points between the two stages.  Have the students analyze in what ways Bill and Hank are at Stage 1 and at Stage 2.

•	In the colonization of Ganymede, Heinlein draws on the human history.  Have the students research the European settlements of North America, Australia, New Zealand, and South Africa.

Teacher’s Guide for It's Up to Charlie Hardin

Contents: 
●	recommended reading levels
●	biographical material and links
●	plot summary of the book
●	character sketches
●	a separate guide to each of the four parts of the book, which includes a plot summary of each chapter and the following: 
o	prepare to read . . .
▪	vocabulary
▪	focus questions or initiating activity
o	quiz / reading comprehension questions—multiple choice and short answer
o	reflection and discussion questions—may be used to initiate classroom discussion, as short writing assignments, or as test questions
o	suggested activities / inquiry-based exploration—suggestions for activities and projects

Recommended reading levels: Because of some of the material in this book, including some violence and language, classroom use of this book is probably most appropriate for intermediate grades, such as grades 5-8. The book would be particularly effective for units covering Texas History or American History. 

Biographical information on Dean Ing: 

Dean Ing was born in 1931 in Austin, Texas and has served in the Air Force; worked as an aerospace engineer; taught as a professor; and written books since 1977. In the preface to It's Up to Charlie Hardin, Ing notes that some of this book is autobiographical in nature from his time growing up in Austin during WWII. He holds a doctorate in communication theory, and his books include themes about survival and aerospace. He was nominated for a Hugo Award and a Nebula Award for best novelette. Ing currently resides in Oregon. 

Biographical resources about Ing on the web include: 
●	“Dean Ing,” Wikipedia, http://en.wikipedia.org/wiki/Dean_Ing 
●	“Dean Ing,” Goodreads,  http://www.goodreads.com/author/show/12533.Dean_Ing
●	“Dean Ing,” Fantastic Fiction, http://www.fantasticfiction.co.uk/i/dean-ing/ 
●	“Dean Ing,” SF Encyclopedia, http://sf-encyclopedia.com/entry/ing_dean 

Suggested class activity: Have your students read about Ing’s life from various sources before beginning the book. Considering the book is somewhat autobiographical, students can predict what kind of ideas, situations, and characters may be present in the book. 

Plot Summary: 
Young Charlie Hardin is in the sixth grade and lives during WWII in Austin, Texas with his parents and dog, Lint. With his friends Aaron, Roy, and Jackie, Charlie manages to get into all sorts of exploits in and out of school, from egg wars to games of marbles and weekly movies. Life for Charlie seems normal until he and Aaron stumble upon a counterfeiting group in their own neighborhood. For his friends to stay out of trouble, it will be up to Charlie Hardin to save them. 

Character Sketches: 
Charlie Hardin—Charlie lives with his parents and his dog, Lint. He loves to seek out adventure, see movies with his friends, and find ways to make money. His reckless spirit can cause him to get into trouble. 
Aaron Fischer—Aaron Fischer is Charlie’s best friend. He is a bit more responsible than Charlie, and feels protective of him. His father is a lawyer, which means that he has more income than Charlie at times. 
Jackie Rhett—Jackie hangs out with Charlie and Aaron, but he is not as close to them. He can be a bit of a bully, and he can try to manipulate others to get what he wants. This makes Charlie and Aaron not want to play with him as much. He lives with his grandmother.
Roy Kinney—Roy is younger than the other boys, but he is often allowed to play with them. Roy tends to be upset if he does not get his way, and he does not lose well. Sometimes Charlie and Aaron keep things from Roy because he cannot keep things from Jackie. 
Coleman Hardin—Coleman is Charlie’s father. He works as a juvenile officer during the day. He expects a lot from Charlie and worries about his safety and daredevil behavior. 
Willa Hardin—Willa is Charlie’s mother. She looks after Charlie and Lint and worries about Charlie’s daredevil behavior even more than Charlie’s father. She also does not like having Lint in the house. 
Lint—Lint is Charlie’s dog and an important character in the story. Lint tries to go everywhere with Charlie, and Charlie loves Lint. Lint also feels protective of Charlie and the boys. 
Martin Fischer—Martin is Aaron’s father. He is a lawyer and wants big things for his son and expects his son to get good grades. 
Sue Ann Kinney—Sue Ann is Roy’s sister. She is older and knows how to get Roy and his friends to behave. Charlie also may have a slight crush on her. 
Principal Frost—Mr. Frost is the principal at the boys’ school. He understands that the boys are overall good children, but he does have to hold them accountable for their horseplay at times. 
Cade Bridger—Cade is a drunk and a criminal. He works with another man trying to create counterfeit bills, but he is not very good at it. He spends most of his time in a house most of the boys think is haunted. 
Dom Pinero—Dom runs the counterfeit operation. He knows that the counterfeit money will contribute to a larger plan involving the Nazis, but he does not care. He tries to keep Cade sober enough to work. 
Gene Carpenter—Gene Carpenter is a boy a little older than Charlie. Charlie’s parents feel that Charlie and Gene should play together more because Gene would be a good influence on Charlie. In reality, Gene lives a darker life that includes activities such as stealing and lying on a scale Charlie would not consider okay. 
Mr. Yansen (“The Dane”)—He is the owner of the Ice House store. He is not in the country legally, and this causes him to pause before telling the police about the counterfeit money. 
Cotton Redmon—Cotton is a police lieutenant and friend of Charlie’s father. He is investigating the counterfeit money. 

Guide to Part 1—chapters 1-4

Prepare to Read . . .
●	Familiarize yourself with the following vocabulary and terms: 
o	staccato
o	gooseflesh 
o	scythe
o	ruse
o	quavered 
o	exhumed
o	johnsongrass
o	quisling
o	macadam
o	scrupulously
o	calisthenics 
o	retribution
o	fraudulent 
o	drawl
o	dock
o	diminutive
o	trundled
o	wheedle
o	foraged
o	zeppelin
o	foliage
●	Focus questions or initiating activities: 
o	Read about WWII. What about the war would translate well into games young boys might play? Why would you think so? 
o	A wartime economy means that some goods become less available. What were some items in short supply during World War II? What were some ways people improvised? 
o	Right before WWII, the country experienced a national depression. Research the effects of the Depression on middle-income families like the Hardins. How would surviving the Depression make some people wary about money and jobs? 
o	Charlie and his friends love to play marbles. Research some marble games from the 1940s, including marble terms such as “taw.” See why the boys and others loved to play marbles. 

Chapter Summaries:
●	Chapter 1—Charlie, Aaron, Roy and Jackie play a World War II game. Jackie and Roy lose, but Jackie crushes Charlie’s pinecone grenade out of spite. Charlie and Aaron walk home together. 
●	Chapter 2—Charlie forgets to haul wood, and his punishment is to haul the wood to the landfill and lose his allowance. He and Aaron find empty bottles to redeem for movie money. 
●	Chapter 3—The boys dye eggs and have an Easter egg hunt. They also begin their annual egg war, which lasts for days: attacks can happen anytime, anywhere. While playing, they find jam they made a long time ago. The jam fermented, and the boys inadvertently get drunk. 
●	Chapter 4—The boys continue the egg war at school and Jackie hits a girl, causing trouble for him, Aaron, and Charlie. Charlie uses his mom’s rose clippers to create a path over the “castle” wall. He loses them in the climb and cannot find them in the darkness before he has to go home. 

Quiz / Reading Comprehension Questions:
1.	When playing WWII, why does Aaron spin and clutch at his breast? 
a.	He felt ill.
b.	He pretended a Nazi shot him.
c.	He tripped.
d.	He was hit with a rock.
2.	Where had Charlie found a pinecone? 
a.	In a pine tree.
b.	In the trash.
c.	In a box at school.
d.	In his mother’s Christmas decorations.
3.	What had Charlie forgotten to do in the beginning of Chapter 2? 
a.	Make his bed.
b.	Put away his toys.
c.	Haul wood.
d.	Put away his clothes.
4.	How does Charlie let Aaron know he is nearby? 
a.	Calling his name.
b.	Knocking on the door.
c.	Making a strange insect-like sound.
d.	Blowing a whistle.
5.	How did Jackie get his eggs? 
a.	His grandmother gave them to him.
b.	He stole them.
c.	He bought them.
d.	He didn’t have any eggs.
6.	How did the annual egg war start? 
a.	Aaron threw an egg at Charlie.
b.	Charlie threw an egg at Jackie.
c.	Jackie threw an egg at Roy.
d.	Roy threw an egg at Aaron.

Answers:
1.	b
2.	d
3.	c
4.	c
5.	b
6.	a

Suggestions for Reflection and Discussion Questions:
1.	In Chapter One, the narrator writes, “Stamina and planning were the strengths of Captain Hardin.” What does that say about Charlie’s character? What kind of activity do you expect from Charlie if this is true? 
2.	What about Roy made him good material for playing a Japanese spy or Italian soldier? 
3.	Why do you think Charlie’s dad said, “All bullies are cowards, son”? How does this apply to the story? Can you find another example? 
4.	Why would it upset Charlie’s dad if Charlie’s mother corrected him in front of Charlie? How does the narrator explain this behavior? Does this make sense to you? 
5.	Why does Charlie Hardin view Aaron’s family’s Sabbath tradition as “mysterious habits”? What seems mysterious? Charlie does not mind that Aaron is Jewish, but why do others? 
6.	How did Charlie trick Roy into trying the recently discovered jam first? Why didn’t Charlie want to try it first? 
7.	Why was it a mistake to bring the egg war to school? What similar games today should also be avoided during school hours? Why? Do you think the boys deserved the punishment set by Mr. Frost? Explain your answer. 
8.	Aaron and Charlie have a system devised to skirt the truth with their parents. Do you believe what they do is honest? Explain your reasoning. 

Suggested Activities / Inquiry-Based Exploration:
1.	The author writes in the preface that this book is, in part, homage to Mark Twain’s books like Tom Sawyer. Read more about Tom Sawyer at sites such as this one: http://en.wikipedia.org/wiki/The_Adventures_of_Tom_Sawyer. How does Tom Sawyer compare to Charlie Hardin and his friends? 
2.	The narrator calls Jackie Rhett “social Darwinism in the raw.” What is social Darwinism? How does it apply to Jackie? Do you agree with the narrator? 
3.	Charlie loves Flash Gordon. Research some of the other comic book heroes and other superheroes during World War Two at http://en.wikipedia.org/wiki/Golden_Age_of_Comic_Books or http://jessnevins.com/encyclopedia/characterlist.html. What do some of the heroes or villains have in common? Which ones remain popular today, and how have they changed? 
4.	Charlie and Aaron go on “bottle runs” when they are low on cash. They are recycling glass for money. Research recycling opportunities in your area. How can you recycle and where would you turn things in? 

Guide to Part 2—Chapters 5-9

Prepare to Read . . .
●	Familiarize yourself with the following vocabulary and terms: 
o	grapple
o	glider
o	idler 
o	buffalo nickel
o	impudent
o	pantomime
o	scud 
o	prospector
o	aft
o	keen
o	careen 
o	sheepish
o	genteel 
o	fuselage 
o	rubber gun
o	caisson 
o	war profiteer
●	Focus questions or initiating activities:
o	Look up the “victory gardens” of World War II at sites such as http://www.nationalww2museum.org/learn/education/for-students/ww2-history/at-a-glance/victory-gardens.html. What did it mean to grow one? What would be in it? Why was it important? 
o	Look up the Japanese air raids during World War II. Where did they fly, and why did Americans dread them? 
o	One show mentioned several times throughout the book is The Lone Ranger. You can watch episodes for free at: https://archive.org/details/EnterTheLoneRanger. What made these shows so popular? 
o	Research storm drains at places such as: http://cityofwatsonville.org/public-works-utilities/sewer-storm-drains. How do they work? Why would they be such a tempting place for a boy like Charlie? 
o	Perform a thought experiment. If you were to encounter a large sum of money, and you knew that no one would see you take it, would you? Why or why not? 

Chapter Summaries:
●	Chapter 5—Aaron and Charlie find the rose clippers, but they are broken. While playing with a glider, they find a pond filled with coins. They each gather many coins and then go to the movies. 
●	Chapter 6—Aaron and Charlie find a bag for their money. They replace the rose clippers and buy marbles. They hide the rest under cracked cement near a storm drain. Charlie decides to search in the drain and leaves some of their supplies there. He also sees a hole in the pipe. 
●	Chapter 7—Bridger and Pinero, both starting a counterfeiting operation, work on producing money. They made the hole in the drain discovered by Charlie. Aaron may have seen Bridger when they were collecting bottles earlier. 
●	Chapter 8—Aaron makes a propeller, and Jackie wants to know where the boys got their money. Aaron and Charlie try to change the subject and make Jackie believe that Charlie could turn in Jackie for shoplifting candy. Charlie and Aaron make gliders. Charlie’s “dogapult”—a variation of a catapult—causes one to be in a tree, but Charlie wants to get it out. 
●	Chapter 9—Charlie and Aaron make a large dogapult and fling gourds that hit Charlie’s neighbor’s house. They decide to contact someone in the Army to see if they want it. Until then, they hide the pieces in the storm drain, where Charlie notices new dirt but does not know what to make of it. 

Quiz / Reading Comprehension Questions:
1.	How much is Charlie’s weekly allowance? 
a.	A dollar.
b.	A dime.
c.	A quarter.
d.	A nickel.
2.	Why does Charlie likely blame Aaron for the broken clippers? 
a.	Charlie thinks he broke them.
b.	Charlie wants Aaron to help share the blame.
c.	Charlie wants Aaron to pay for them.
d.	Charlie thinks he can trick Aaron into thinking he broke them.
3.	How did Charlie plan to replace his mother’s clippers? 
a.	With a stolen set.
b.	With coins from the pond.
c.	With money from Aaron.
d.	With bottle money.
4.	Where do they hide their money? 
a.	At school.
b.	In Charlie’s garage.
c.	In Aaron’s room.
d.	Under cracked cement.
5.	Besides the rose clippers, what else do the boys buy? 
a.	Books.
b.	Crayons.
c.	Wood.
d.	Marbles.
6.	How did Pinero and Bridger meet? 
a.	At the races.
b.	In jail.
c.	At a dogfight.
d.	At a bar.
7.	What does it mean that Jackie found things before people lost them? 
a.	He stole them.
b.	He observed people carefully.
c.	He helped people.
d.	He pointed out when people left things behind.
8.	What makes a dogapult different from a catapult? 
a.	The dogapult is for dogs.
b.	The dogapult is bigger.
c.	The dogapult has wheels.
d.	The dogapult has spikes.
9.	What do the boys want to do with their dogapult? 
a.	Sell it to a toy store.
b.	Sell it to the military.
c.	Take it to school.
d.	Take it to the park for more tries.

Answers:
1.	c
2.	b
3.	b
4.	d
5.	d
6.	c
7.	a
8.	b
9.	b

Suggestions for Reflection and Discussion Questions:
1.	Why did Charlie have to run and hide behind a couple in the park? Do you think he was in any real danger? Why or why not? 
2.	Why would men throwing coins in the pond impress women? What in recent years would make coins too valuable to throw? 
3.	Aaron believes they stole the money, but Charlie feels he found it. Who is right? Why? 
4.	Charlie sees a hole busted in the pipe and believes someone should fix it. What kinds of problems might occur if the hole remains in the pipe? 
5.	The narrator writes in Chapter 6 that any house that is unkempt and empty seems haunted to young boys. Why? Do you agree? Why or why not? 
6.	How does Jackie know that Charlie and Aaron have money? 
7.	Why was Aaron disappointed in Charlie’s model? How do Aaron’s model and Charlie’s model each show aspects of the boys’ personalities? 
8.	The narrator writes in Chapter 9, “It may be enough to note that to get anything done in this world, the Charlies benefit from the Aarons and the Aarons need their Charlies.” What does that mean? Can you think of any real life examples? 

Suggested Activities / Inquiry-Based Exploration:
1.	Explore downtown Austin in the 1940s by looking at maps here: http://www.lib.utexas.edu/maps/austin_maps.html. Try to trace the exploits of Charlie, Aaron and the other boys. How far do they travel in a day? What did downtown look like? 
2.	Look up the legend of the elephant’s graveyard. How does it apply to the pennies in the pond? What other expressions involve animals (like "crocodile tears"), and how true are they? 
3.	Pinero knows that counterfeit money has to look real to be believed to be legitimate. The government tries a variety of measures to keep our currency safe. What kinds of elements go into our money today to keep it safe from easy counterfeiting? Learn more at: http://www.moneyfactory.gov/anticounterfeiting/securityfeatures.html.
4.	As the narrator notes, rubber was in short supply. Read about other shortages at http://www.u-s-history.com/pages/h1674.html and see some of the solutions we still keep around today. What kinds of shortages do we have now? How do we try to come up with replacements? 

Guide to Part 3—Chapters 10-14

Prepare to Read . . .
●	Familiarize yourself with the following vocabulary and terms: 
o	prowess
o	foliage
o	irksome 
o	wretch
o	sissified 
o	treadle 
o	conduit
o	floodgate
o	diluting 
o	animal magnetism
o	axle 
o	trotline 
o	flabbergast 
o	slackjawed
o	bumptious 
o	quarry 
o	cadence 
o	potent 
●	Focus questions or initiating activities:
o	Read about going to school in the 1940s at http://www.times-herald.com/opinion/20120818Norma-Haynes-Sat-MOS. How has school changed? Content-wise, try taking this quiz from an eighth grade exam from the 1920s: http://archiver.rootsweb.ancestry.com/th/read/BACKTOTHEPAST/2004-11/1101526996. How has our content changed? 
o	Read about the invasion of Normandy or what happened at Omaha Beach. Why would the boys want to reenact these events? 
o	Life in the 1940s did not include a lot of electronic distractions for the boys. Take a look at how much can be done with just a tire at: http://play-basedclassroom.blogspot.com/2011/05/fun-with-tires.html and see if you can come up with even more options! 
o	How does a bank work? What does a bank look like on the inside and why? Research banks from the 1940s and now. 

Chapter Summaries:
●	Chapter 10—The boys play marbles, making sure Jackie does not win too often. Roy loses a lot of marbles and takes out his anger by pelting Jackie with an old, raw egg Charlie hid long ago. Jackie blames Charlie for the eggs and chases him into the trees but falls. Injured and humiliated, Jackie goes home. 
●	Chapter 11—Aaron earns a bicycle for his good grades. With his bicycle, Aaron begins to do things without Charlie. Charlie agrees to meet Gene Carpenter to play instead. The counterfeiters continue with their plans and are perfecting their money. Carelessly, one of them throws a kerosene towel into the storm drain. 
●	Chapter 12—Charlie visits Gene. Gene takes him to a creek, and they close a wheel so the water shuts down, giving them access to the golf balls in the pools of the golf course. They almost get caught trying to turn it back on. In the end, Charlie decides not to see Gene again. 
●	Chapter 13—The boys roll a tire down a hill, causing it to crash into someone’s garage and ruin their preserves. Pinero and Bridger continue to try to make money. Bridger throws some money into the drain because it was poorly made. After hearing about Charlie’s time with Gene, Aaron suggests that Charlie avoid Gene. 
●	Chapter 14—Charlie and Aaron go into the drain to get money for the store. They find the counterfeit money and the hole leading to the basement of Pinero and Bridger’s home. Charlie wants to explore, but Aaron talks him out of it. They leave with some of the fake bills. 

Quiz / Reading Comprehension Questions:
1.	What does Jackie do when he realizes Aaron and Charlie have marbles? 
a.	He steals them.
b.	He buys them.
c.	He proposes a tournament.
d.	He creates a new game.
2.	What was important about the old egg Roy threw? 
a.	It was yellow.
b.	It was uncooked.
c.	It had a misspelled word on it.
d.	It was not a real egg.
3.	Who did Jackie blame for the egg? 
a.	Aaron.
b.	Roy.
c.	Charlie.
d.	Himself. 
4.	What will Aaron receive from his parents if he is on the honor roll? 
a.	A raise in his allowance.
b.	A bicycle.
c.	A new wagon.
d.	A dog.
5.	Why does Gene want to get rid of the water? 
a.	He is afraid of water.
b.	He wants to collect golf balls.
c.	He wants to collect coins.
d.	He is trying to cross a creek.
6.	Why did Gene perk up when Charlie said he didn’t want any golf balls? 
a.	Because Charlie said he’d come back. 
b.	Because Charlie said Gene was smart.
c.	Because Charlie said Gene had earned them.
d.	Because Charlie said he didn’t like golf.
7.	What caused Jackie to get hit with a belt? 
a.	He set a flame onto couples making out.
b.	He stole candy from the store.
c.	He got caught cheating a marbles.
d.	He lied about falling out of the tree.
8.	Why was Bridger paying close attention to Pinero? 
a.	He hoped to steal some of the fake money.
b.	He hoped Pinero would give him more responsibility.
c.	He hoped to be left alone more quickly so he could drink.
d.	He hoped Pinero would give him some time off if he learned quickly.
9.	Where did Bridger throw away the money with mistakes? 
a.	In the trash.
b.	In the fire.
c.	In the drain.
d.	In the toilet.
10.	What did Aaron suggest Roy write on the tire before sending it down? 
a.	Roy’s name.
b.	Jackie’s name.
c.	Aaron’s name.
d.	Charlie’s name.
11.	What does Charlie find in the drain that he does not expect? 
a.	A rat.
b.	His marbles.
c.	A dollar bill.
d.	A shoe.

Answers
1.	a
2.	b
3.	c
4.	b
5.	b
6.	a
7.	d
8.	a
9.	c
10.	b
11.	c

Suggestions for Reflection and Discussion Questions:
1.	Why did Aaron dread having to tell Charlie about the bicycle? How would this change their friendship? 
2.	Why did Pinero consider the kerosene spill a good thing? 
3.	Pinero and Bridger have different motivations for making this money. Why does each man want to make fake money? How can their different motivations cause trouble between them in the future? 
4.	There are two sides to Gene Carpenter. How do parents see him? What does Charlie learn about him? How can Gene keep adults fooled?
5.	How can a game of tag help Charlie and Gene “size each other up”?
6.	Why is the cat called Peeve? 
7.	Why did Charlie decide he did not want to visit Gene again? 
8.	Why do they consider Roy a “sympathy sponge”?
9.	By now, Charlie has said, “It’s up to Charlie Hardin” more than once. What does it mean when he says that? 
10.	When Charlie and Aaron see the press, they think they are seeing a bank. Why? What do they know about banks? 
11.	Why did Aaron remove the battery? 

Suggested Activities / Inquiry-Based Exploration:
1.	Explore how a letterpress works at: http://en.wikipedia.org/wiki/Letterpress_printing. Based on your research, does a letterpress seem like something Bridger would be capable of working alone? Why or why not? 
2.	Which government agency is responsible for keeping our money safe? 
3.	Read about Operation Bernhard, a real life Nazi plan to counterfeit money at: http://www.telegraph.co.uk/history/world-war-two/8029844/Nazi-fake-banknote-part-of-plan-to-ruin-British-economy.html. How could creating fake money help the Nazis win the war? What would be the equivalent today since so much of our money is electronic? 
4.	Look up cicadas. What makes them unique? What sound do they make? What about cicadas would annoy Charlie? 
5.	Have you noticed how little supervision Charlie and his friends have? Do parents watch their children too closely? Read this article at: http://www.theatlantic.com/features/archive/2014/03/hey-parents-leave-those-kids-alone/358631/ and decide whether or not you think kids are overprotected these days. Use evidence from the story to support your opinion. 

Guide to Part 4—Chapters 15-21

Prepare to Read . . .
●	Familiarize yourself with the following vocabulary and terms: 
o	fester 
o	coax
o	foray
o	larval
o	rawhide
o	slathered 
o	waif
o	sot 
o	perishable 
o	blotto 
o	decrepit
o	reveled 
o	prohibition
o	pretense 
o	galling 
o	balderdash 
o	nonchalance 
o	gumption 
o	dregs 
o	gunnysack 
o	bungalow 
o	blunderbuss 
o	brevity 
o	indignant 
●	Focus questions or initiating activities:
o	How were things kept cool before electricity? See why places like Texas needed an Ice House in the past at sites such as: http://www.ultimatehistoryproject.com/ice-house.html.
o	Many animals have better uses of some of their senses than people. For example, what senses in a dog can be better than a human? How might this be important? Here is a site to help: http://www.barkbusters.com.au/DallyWebsite/dogfivesenses.html.
o	Perform a thought experiment: How far would you go to help a friend? With a partner, come up with a quiz and see if you would go as far as Charlie Hardin. 

Chapter Summaries:
●	Chapter 15—Aaron and Charlie debate whether or not the money is real. They decide to go to the house and ask, but no one answers the door. Charlie hangs all their loot in a tree. In the middle of the night, Charlie worries someone like Jackie will take it, so he goes to retrieve it and gets stuck. When the morning comes, he finds a way out and sneaks back home. 
●	Chapter 16—Charlie’s mom thinks he is ill because he sleeps in and blames herself for Charlie looking filthy. Aaron comes over to tell Charlie he’s been to the bank but could not see a place to print money. Charlie and Aaron go back to the gray house but Bridger does not answer the door. When Bridger hears them planning to spend the money, he goes after them. 
●	Chapter 17—Charlie and Aaron go to the Ice House to try using the fake bills, but before they can pay, Bridger catches up to them and retrieves the bills in a skirmish. The shopkeeper scares Bridger away and contemplates calling the police. Charlie and Aaron think about telling the police but decide against it. 
●	Chapter 18—Charlie goes on an errand for his mom. He sees Jackie and embellishes what has happened in the gray house. Bridger also tells a version of the truth to Pinero. Bridger secures the entry with more concrete but does not know Jackie is trapped inside because he was investigating. With a storm coming in, Jackie is trapped. 
●	Chapter 19—Charlie’s dad gets a call that Jackie is missing and believes this may be connected to the counterfeit case. He goes to the gray house and waits for assistance because he is not armed. Charlie and Aaron watch from a tree until Charlie decides he needs to help. Lint goes to look for Charlie and find Jackie. He barks at the manhole hoping to get someone’s attention. 
●	Chapter 20—Charlie and Aaron find Jackie and pull him through the manhole. Pinero and Bridger try to run from the police in different directions. Pinero takes the plates with him. Charlie’s father stops Bridger. 
●	Chapter 21—Charlie arrives home and tells his mother he went to look for Lint. Bridger tells the police everything. Pinero dies in his escape. Charlie tells his father about his time in the storm drain. 

Quiz / Reading Comprehension Questions:
1.	Why does Aaron call Charlie the play-money expert? 
a.	He thinks Charlie has seen more money.
b.	He thinks Charlie put the money there.
c.	He thinks Charlie has played more games.
d.	He thinks Charlie knows more about crime.
2.	Why did Charlie leave in the night to move the stash? 
a.	He was afraid Aaron would steal it.
b.	He was afraid Roy would steal it.
c.	He was afraid Jackie would steal it.
d.	He was afraid Bridger would find it.
3.	Why does Charlie’s mother think he has a fever? 
a.	He is hot.
b.	He is asleep late in the morning.
c.	He is unable to get up.
d.	He is in pain.
4.	How does Charlie ensure the other boys don’t want to follow him? 
a.	He says he is going to do chores.
b.	He says he is going to do homework.
c.	He says he is going to take a bath.
d.	He says he is going to paste stamps.
5.	What job does Bridger have during the day? 
a.	Working in fast food.
b.	Working at a grocery store.
c.	Working digging ditches.
d.	Working in a bar.
6.	Why was the store owner surprised by the fake money Aaron and Charlie had? 
a.	Charlie and Aaron were good boys.
b.	He had never seen fake money before.
c.	Charlie and Aaron had never been there before.
d.	He thought the money was real.
7.	What sound could Lint alone distinguish? 
a.	Charlie’s dad’s cough.
b.	Charlie’s dad’s car.
c.	Charlie’s dad’s whistle.
d.	Charlie’s dad’s singing.
8.	What did Jackie use to light his way? 
a.	A flashlight.
b.	A lantern.
c.	A book of matches.
d.	A candle.
9.	Why was Jackie’s grandmother worried? 
a.	He stole the fake money.
b.	He was injured.
c.	He had too many marbles.
d.	He didn’t come home on time.
10.	Who finds Jackie first? 
a.	Charlie.
b.	Aaron.
c.	Charlie’s father.
d.	Lint.
11.	How did Cotton enter the house? 
a.	He knocked.
b.	He tore an already ripped screen.
c.	He kicked a door down.
d.	He yelled for someone to open the door.
12.	What did Pinero take with him out of the house? 
a.	Bridger.
b.	Money.
c.	Engraving plates.
d.	His suitcase.
13.	How did Bridger try to escape? 
a.	By foot.
b.	Through the drain.
c.	By pretending to be dead.
d.	Using Pinero’s van.
14.	What does Charlie tell his mother he’s been doing? 
a.	Saving Jackie.
b.	Sleeping.
c.	Looking for Lint.
d.	Climbing trees.

Answers
1.	b
2.	c
3.	b
4.	d
5.	c
6.	a
7.	b
8.	c
9.	d
10.	d
11.	b
12.	c
13.	d
14.	c

Suggestions for Reflection and Discussion Questions:
1.	Aaron and Charlie have different opinions about the money. What does each believe? Why? 
2.	Why do Charlie and Aaron believe the best option to test the money is to knock on the door of the “bank?” 
3.	What did Roy do when he was alone, and why would it be considered “troubling?” How does it change Charlie’s actions? 
4.	How did Charlie end up caught in the tree for the night, and how did he get down? 
5.	Why did Charlie’s mother blame herself for Charlie getting into bed dirty?
6.	What did Aaron learn from his trip to the bank? 
7.	Bridger does not answer the door, but he does overhear Charlie and Aaron speaking. Who do you think was Boy One and who was Boy Two? Why do you think so? 
8.	How did the Ice House stay relevant as the town grew? 
9.	Why was Lint growling at Bridger? 
10.	The store owner gives valid reasons for calling the police and for not calling. What are his reasons? What do you think he will do and why? 
11.	What did Charlie tell Jackie? Why did he tell him what he did? What did that cause Jackie to do? 
12.	Why does Charlie’s father feel the counterfeit case and Jackie’s disappearance may be linked? 
13.	Why does Charlie feel both his dad and Jackie need him? Why does Aaron feel Charlie should not be left alone? 
14.	Why does Aaron think the hero business isn’t fun anymore? 
15.	How much does Charlie tell his father? 

Suggested Activities / Inquiry-Based Exploration:
1.	The boys learn that money looks different when it comes from different countries. Research how different countries create their money. How do they decide what to put on their money? 
2.	Charlie and his father like to listen to radio programs. What were some popular radio shows in the 1940s? Are they familiar to you today? If you were going to create a radio show, how would it be different than a television show? What would you leave out? What would you add more of? 
3.	Charlie did not realize that not all police experience can be how it seems on his radio shows. What about today? How do shows like CSI change how we view police work? Is any of it realistic? Interview a police officer and get a current perspective. 
4.	Aaron and Charlie decide hero work may not be for them. Investigate real-life heroes. How hard is their work? How risky is their work? Do you arrive at the same conclusion?