The Fighting Ground

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

Short Answer

1. What was the central conflict of the Revolutionary War? When was it fought? Who represented the opposing sides, and what were they fighting for?

Teaching Suggestion: This Short Answer question invites students to consider the themes of Glory Versus Tragedy in War and Kindness or Brutality in a Crisis in tandem with the historical context of the novel: the Revolutionary War. During the eight-year period, the European settlers living in the American colonies fought for independence from the British monarchy. Avi’s novel takes place over the course of a 24-hour period. Jonathan, the novel’s protagonist, is a 13-year-old boy who longs to fight for the “Americans.” As a result, he secretly joins a volunteer group to fight the Hessians, a German mercenary group funded by the British. Students who are unfamiliar with the Revolutionary War may benefit from a timed-research exercise in which they find the answers to the questions online using these research websites designed for kids; students might then come together and share their findings. You might also provide students with access to the first resource below or start with one of the “mini lesson plans” listed in the second resource.

• “Revolutionary War” from History.com provides information about the causes and progression of war during this period in history.
• This teacher-facing resource from the Museum of the American Revolution includes lessons on topics related to the Revolutionary War.

2. What does it mean to “adapt” to a new situation? Why is it important to adapt in times of conflict? How must soldiers adapt in war in order to survive?

Teaching Suggestion: This Short Answer question invites students to reflect on the novel’s theme of Adapting to a Crisis. In Avi’s novel, the soldiers must adapt to their present situation in order to survive; this includes their clothing, their weapons, and even their knowledge. After he is captured by Hessian soldiers, Jonathan is also forced to adapt; he must learn how to speak to his captors, despite the language barrier, and observe their movements in order to understand the situation. For a more personal approach to this Short Answer prompt, consider asking students to reflect on a time in which they had to adapt to an unpleasant situation; they might then discuss how they adapted to it and why with their peers.

• “Adaptability is a Must for a Military Career” from US Naval Institute discusses the importance of modifying one’s methods and priorities in the military, specifically in response to new information, environments, and obstacles.
• “Supply Problems Plagued the Continental Army from the Start” from The Washington Papers discusses some of the problems that soldiers of the Continental Army were forced to adapt to.

Personal Connection Prompt

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

What does it mean to be a soldier? What attracts people to this position? What deters people?

Teaching Suggestion: This Personal Connection Prompt invites students to consider the meaning of soldier in the context of the theme Glory Versus Tragedy in War. In the beginning of the novel, Jonathan idealizes the role of the soldier; he longs to fight like his brother and is not deterred from his father’s war injuries. As a result, he defies his father’s wishes and volunteers at a local troop, with neither knowledge of the situation nor the proper attire and supplies for the fight. Jonathan quickly learns that being a soldier is far less glamorous than he had imagined. To encourage discussion and help students generate ideas, you might begin by asking students whether or not they know someone—a friend or family member—who has served in the military. This Prompt segues directly to the Discussion/Analysis Prompt.

Differentiation Suggestion: For a further analysis regarding the theme Glory Versus Tragedy in War, the following question may be added to the above prompt: Consider a piece of literature and/or film where a soldier idealizes fighting in war. Does their opinion change by the end of the story? If so, how?