Whirligig

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. How does one’s understanding of actions and consequences develop over time, especially as they grow from a child into an adult? Provide 3-5 examples that might be considered common learning experiences that contribute to one’s understanding of consequences.

Teaching Suggestion: This Short Answer question invites students to consider the novel’s theme The Far-Reaching and Unknowable Consequences of Actions. Fleischman’s novel begins with the protagonist Brent, who decides to try to die by suicide. He intentionally allows his car to drift into oncoming traffic, and the resulting accident kills an innocent driver. Grief and guilt result from this unintended action; however, Brent’s journey results in a positive reawakening and his Atonement and Rebirth. Students might share and compare in small groups after listing their examples independently, taking note of common ideas. These and similar resources may offer additional context.

• “Actions and Behaviors Have Consequences” is a site that includes information and talking points on the topic.
• Responsibility.org provides information on “Drunk Driving Fatality Statistics” in the US.

2. What is the meaning of the term “materialism?” What does someone who is materialistic value in their life? How is materialism linked to happiness?

Teaching Suggestion: This Short Answer question provides an opportunity to introduce an important theme of the novel: Materialism as Unfulfilling. Prior to the car crash, Brent’s choices are affected by various social expectations, such as buying the right clothing and video games. Brent’s parents also seem distracted by materialistic expectations. Brent’s narrative promptly shifts away from materialism as he begins his journey; soon he discovers that many of the joys of life can be lived with a frugal and humble mindset, and that materialism and consumerism does not necessarily equate with happiness. Students might extend this discussion by addressing how the concept and acceptance of materialism has changed over time and from generation to generation.

• This scholarly journal article, “The Problematic Role of Materialistic Values in the Pursuit of Sustainable Well-Being,” offers ideas and discussion points regarding the connection between materialism and the modern impact on the environment. (Teacher-appropriate; not student-facing due to length and complexity)
• San Diego State University explores the relationship between youth and materialism in “Today's Teens: More Materialistic, Less Willing to Work.” This article provides perspective on thoughts and research from 2013; students might discuss how the ideas in the article compare to more recent times: How might advances in society (e.g., technology) impact how consumers feel about materialism?

Personal Connection Prompt

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

In literature and filmmaking, modern storytellers often employ the plot device of a journey, quest, or “road trip” that main characters undertake for some expressed or unexpressed reason. What elements do journey stories often share? What are 2-3 examples of journey stories you have experienced? Do you think these journey stories are generally effective in conveying a message? Explain.

Teaching Suggestion: In Fleischman’s novel, the protagonist Brent undertakes a journey to fulfill the request of the victim’s mother. Along the way, he welcomes the challenge of creating whirligigs as a form of penance for his mistake. As a result, the journey launches Brent into a trajectory of self-awareness, growth and eventual rebirth—common elements in journey stories. Students might begin this writing exercise with a brief opportunity to brainstorm titles that employ a journey plot device, then narrow down to 2-3 “favorites” or selections with which they are most familiar. After responding to the prompt, students might compile a list of their selected titles on the board to see commonalities among peers and to make connections and draw conclusions among the titles.  

Differentiation Suggestion: For an approach that offers an opportunity for literary analysis and another chance to connect with Whirligig, student might note the titles in the compiled list that feature a protagonist seeking atonement. What actions lead them to a journey? Are they able to achieve the atonement that they seek by the end of the narrative? Why or why not?