Exile for Dreamers (42 page)

2.   At the end of chapter one and continuing in chapter two, Tess is the victim of what kind of violence? What violence does she herself wreak? What chain of events does this set in place with local law enforcement?

3.   Describe Tess's feelings toward Lord Gabriel Ravencross as the story begins. Why does she feel that their relationship can have no future?

4.   Describe the appearance and background of Jane, Sera, Maya, and Georgiana, Tess's fellow students at Miss Stranje's school. What special talents does each girl possess?

5.   Consider the novel's title. What are at least three ways the notion of “exile” is at play in the story? Who do you think are the dreamers to which the title refers?

6.   Whom do Miss Stranje and her students believe to be responsible for the attempted kidnapping of Georgiana and the attack on Lord Ravencross? What is this villain's relationship to Stranje House?

7.   How does the arrival of Mr. Sinclair change the situation at Stranje House? Whom does Sinclair claim as his uncle? What does he propose to build while hiding at Stranje House? Do you think the girls are right to offer him their help? Explain your answer.

8.   Who is Madam Cho? What role does she play at Stranje House? What is special about her relationship to Tess? What is special about Tess's relationships to Punch and Judy, and to Phobos and Tromos? How do all of these friendships impact your understanding of Tess's character?

9.   What is unusual about Tess's dreams? How do Miss Stranje and the other students react to her dreams? What value do they believe the dreams hold? Does Tess feel the same way about her dreams as others do? Why or why not?

10. In chapter nine, what terrible truth do Tess's classmates admit to her? How does this relate to the dream that begins the chapter? What is Tess persuaded to do with this new information? How does this relate to the group's suspicions about Daneska's evil plans?

11. What is the Iron Crown? How does it pose a danger to England? What seems to be the relationship between Daneska, Ghost, and Napoleon?

12. In chapters ten and eleven, Tess reveals a great deal about her past to readers. Does this change your understanding of Tess's character or of the way she refuses Gabriel's proposal? Had you been a classmate of Tess, what advice might you have offered her?

13. As the novel progresses, the relationships between Jane and Sinclair, and between Sera and the younger Mr. Chadwick, become increasingly complex. How might these complications affect the students' perceptions of these men? Do you think it makes them vulnerable? Cite examples from the novel to support your positions.

14. Describe the strange dream Tess has in chapter seventeen. Do you think this dream is prophetic or does is symbolize Tess's fear? If not her fear what else might it represent? What secret plan does this dream lead her to make? Do you think she will be able to follow through on this plan? Why or why not?

15. Explain the interface between the Stranje House group's plans to aid Mr. Sinclair, to deceive Mr. Chadwick, and to hunt down Daneska. What secrets must be kept (and from whom) to see each plan through?

16. What three individuals arrive at Stranje House in chapter eighteen? How does this change the group's understanding of Daneska and Ghost's plans? How does it affect their strategies at home?

17.
Here
, Miss Stranje tells Tess, “Hatred and anger are not the opposites of love. They are backsides of the same playing cards. It is easier to flip hostile feelings over and find the love and forgiveness that have been hidden there all along, aching to be found, than it is to produce new feelings.” Do you agree? Can you think of examples from other books, movies, or your own life that prove or disprove Miss Stranje's advice?

18. Tess comes to learn that neither she nor Gabriel had an easy childhood. How might their childhood experiences have contributed to the bond the two now feel for each other?

19. Are Mr. Sinclair and the girls successful in building their prototype? What are the next steps for their invention? What horrible event occurs as they are celebrating the successful launch at Stranje House?

20.
Here
, Tess contrasts what she sees in Lucien's eyes with what she sees in Gabriel's. How does this harken back to her ability to understand animals?

21. What is finally revealed to be Daneska's plan for Tess? How does this revelation make Tess's dreams make sense?

22. How would you explain Tess's deep attachment to Stranje House? Why might she feel more connected to the place than the other students? How might this relate to her final future-facing dream near the novel's end?

23. From her curiosity about Madame Cho's childhood to her fear that her own life will end in madness, Tess is a character driven by the notion that the past and family define who we are and who we can become. How might this notion be applied to other characters in the story? Could this novel be read as a broader explanation of this notion? Explain your answer, citing quotes from the book.

Supports Common Core State Standards: RL.8.1-4, 9-10.1-4, 11-12.1-4; and SL.8.1, 3, 4; SL.9-10.1, 3, 4; SL.11-12.1, 3, 4

DEVELOPING RESEARCH AND WRITING SKILLS

People and Places

1.   If you completed pre-reading activity #2, revisit it now. With friends or classmates, discuss the following questions: Were your expectations for a boarding-school story met? If so, in what ways? If not, what elements of this novel did you find most surprising?

2.   Several outsiders arrive at Stranje House in the course of the story, and Miss Stranje and the girls struggle to keep them from knowing the truth about the place. In the character of Mr. Sinclair or the younger Mr. Chadwick, write a series of journal entries describing your arrival at Stranje House, your first impressions of its mistress and students, and your thoughts about what is really being taught within the school's walls.

3.   Daneska was once Tess's good friend at Stranje House. Create a chart comparing and contrasting these two characters in terms of their ability to love, their senses of duty and loyalty, their relationships to Stranje House, and their dreams for the future.

Regency and Romance

4.   Exile for Dreamers
is set in Regency England. Go to the library or online to learn more about this time in history. Make a timeline of key historical events of the period, paying particular attention to those involving Napoleon.

5.   “Alternate history” is a literary genre in which recognizable historical figures have experiences different than those recorded in history books, and notable events end differently and lead to different futures. Based on your research in exercise 4, above, write a short essay explaining the historical events which have been changed to make
Exile for Dreamers
an “alternate history.” Read your essay aloud to friends or classmates.

6.   Overlapping the Regency Period is the Romantic Era. Go to the library or online to learn how people of the Romantic Era viewed art, literature, and nature. Who were some key literary and artistic figures of the era? What elements of Romanticism can be found in the language and characterizations in
Exile for Dreamers
? Create a multimedia-style presentation based on your research to share with friends or classmates.

7.   With friends or classmates, role-play dialogues between Miss Stranje and Captain Grey, Georgiana and Lord Wyatt, and Tess and Gabriel. Have each couple discuss their sense of responsibility to England and their feelings of devotion to each other. Begin each role-play with one character saying, “Unfortunately, the heart does not care about logic” (
here
).

Dreams and Dreamers

8.   The real Napoleon was fascinated by dreams. Go to the library or online to learn about dream theories of the nineteenth century and today. Create an information poster based on your research.

9.   As the novel ends, it remains unclear how Ghost gained entry into Stranje House and what “insider” helped Daneska escape. Who do you think is the traitor? In the character of this person, write a confession to mail to Stranje House from your new place of exile.

10. In the afterward, author
Kathleen Baldwin
notes that “one act, by one person, can have global impact.” With friends or classmates, discuss what this might mean for people in today's world. Could you act in a way that would affect many others? Perhaps you dream of curing a disease, negotiating peace, teaching kids, or coaching a team in an innovative way. Create a poem, set of song lyrics, or a visual art composition reflecting on the “one act” you dream of making and what you hope its impact will be.

Supports Common Core State Standards: RL.8.1-4, RL.9-10.1-4, RL.11-12.1-4; W.8.2-4, W.9-10.2-4, W.11-12.2-4; W.8.7-8, W.9-10.6-8, W.11-12.6-8; and SL.8.1, SL.8.4-5; SL.9-10.1-5; SL.11-12.1-5

 

Also by
Kathleen Baldwin

A School for Unusual Girls

 

About the Author

KATHLEEN BALDWIN
loves adventure in books and in real life. She taught rock climbing in the Rockies, survival-camped in the desert, was stalked by a cougar, lost an argument with a rattlesnake, took way too many classes in college, fell in love at least a dozen times, and married her very own hero. She's written several award-winning Regency romances for adults.
A School for Unusual Girls
was her first historical romance for young adults. You can sign up for email updates
here
.

    

 

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