The Girl Who Owned a City

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

Pre-Reading “Icebreaker”

Generally speaking, how do you think people respond to crises? Do they try to help others, or do they put their own survival and well-being before everything else?

Teaching Suggestion: The Girl Who Owned a City harkens to a philosophical tradition that sees humans as basically selfish—even to the point they will hurt others if it serves their own interests. Whether this view of human nature is accurate is debatable, but it has inarguably shaped the development of Western, capitalist democracies. Use this prompt to spark discussion not only about what students believe people are like deep down but also about the implications of that for government, society, etc., connecting to themes of Individualism Versus Collectivism, Idealism Versus Practicality, and The Nature of Proper Governance.

Helpful links:

• “state of nature”: Encyclopædia Britannica entry explaining the views of three influential philosophers—John Locke, Thomas Hobbes, and Jean-Jacques Rousseau—on what humans are like in the absence of society
• “Are People Naturally Inclined to Cooperate or Be Selfish?”: 2014 Scientific American article by Matthew Robison outlining the scientific research on “true” human nature
• “Rebecca Solnit, California Reads Author Interview—Part 1”: 2012 California Humanities interview with Solnit, whose book A Paradise Built in Hell examines altruism in the wake of disasters

Personal Response Prompt

Would you have liked to live in Lisa’s city? Why or why not?

Teaching Suggestion: Though students’ responses will vary, you can use them as a jumping off point to consider issues like Earning One’s Own Way and The Nature of Proper Governance. For example, students may feel Lisa’s city is the best available option since the world outside it seems to consist of war lords and chaos; in Glenbard, residents have at least some nominal power to influence community policy. On the other hand, Lisa has ultimate authority and often wields power unilaterally, and her decisions—e.g., requiring even young children to earn their keep—may strike students as harsh.

Post-Reading Analysis

Why do you think Lisa often walks Todd through her reasoning? What purpose does this serve in the novel, and what effect does it have on you as a reader?

Teaching Suggestion: One of Nelson’s intentions in writing the novel was to encourage young readers to Think Logically. To that end, the novel models Lisa’s thought process, allowing her to teach readers how to reason as she teaches her younger brother.

Helpful links:

• “Modeling: Essential for Learning”: 2013 Edutopia article by Karen Lea discussing strategies for modeling at different age levels