A Separate Peace

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. Prior to 1941, the United States was not formally involved in World War II (WWII). What event changed the US’s stance on involvement? How did the US become involved in the war effort?

Teaching Suggestion: This question invites students to consider the historical context of the novel. Although the US was not formally involved in the first three years of WWII, equipment was sent to the Allied powers (France, the Soviet Union, the UK) in order to combat the Axis powers (Germany, Italy, Japan); however, after Japan bombed Pearl Harbor in December 1941, the US officially joined the Allies, focusing most of their support on the Pacific Theater (i.e., against Japan in the Pacific Ocean). Ultimately, US involvement contributed to the Allies’ defeat of the Axis powers four years later, first with Hitler’s death and the surrender of Nazi Germany, followed by Japan’s surrender after the US bombing of Hiroshima and Nagasaki in August 1945.

• The US Embassy and Consulates in Russia website discusses US support for the Soviet Union prior to their WWII entrance in 1941.
• This History article shares information on the US’s role in ending WWII.

2. After the US entered WWII, many American young men were eligible to be drafted to the military. What is the “draft”? Does the US “draft” exist today? What was the effect of the draft on US society during WWII?

Teaching Suggestion: This question helps focus further on the historical context of the novel, particularly on the subject of the drafting of young men during WWII, or compulsory enlistment of citizens for the military. Throughout the novel, the specter of war looms in the distance for the men of the Devon School, reflecting the sentiments that military involvement for US citizens was much closer theoretically than physically, considering the US geographical proximity from the European and Pacific Theaters (War Encroaching on Peace) and the potential for Loss of Innocence for many young American men. At the time, US public opinion was divided on the draft; however, the US public disagreement of compulsory enlistment peaked during the Vietnam War in the late 1960s. As a result, the draft was terminated in 1973, two years prior to the end of the Vietnam War. This Short Answer question also serves to connect with the Chapters 4-6 Paired Resource.

• The Oregon Secretary of State website shares information on the WWII draft.
• This Politico article discusses the turning point for the US government in ending compulsory enlistment.

Personal Connection Prompt

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

A turning point is a significant change in the direction of someone’s life caused by a decision or an event. While the term turning point is often used to refer to a positive change, it can also be negative or even neutral in nature. Write about a turning point you yourself have experienced or one you have witnessed in the life of a friend, acquaintance, family member, or in media (a movie, a book, art, pop culture, music, sports, etc.). Detail what happened before, during, and after this turning point, describe any emotions associated with this turning point, and explain how it can be considered a turning point.

Teaching Suggestion: This Personal Connection Prompt aims to link students with the pivotal moment in the novel—Finny falling from the tree and Gene’s related turning point, ultimately connecting with the themes of Competition and Rivalry and The Loss of Innocence. As this question may be particularly personal and difficult to discuss publicly, this assignment may work best as a free-writing and/or take-home assignment. Please note that students will be asked to reference their responses to this prompt later in the unit (in the Discussion/Analysis Prompt), so consider encouraging students to keep their responses/notes easily accessible throughout.

Differentiation Suggestion: Consider allowing students who demonstrate an interest and/or aptitude in the visual arts, music, or cinematography; students who are more visual/spatial than verbal-linguistic; and/or students with learning differences that hinder verbal expression to craft a creative representation or artistic product representing a turning point they either personally experienced or one they witnessed or learned about. In addition, you may wish to provide these students with a private audience with you for them to share and explain their creations in lieu of writing about them.