Forbidden City

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 might the various contexts and experiences of Eastern and Western cultures be compared and contrasted? What differing societal ideals and beliefs might be evident in these regions of the world? In what ways might culture influence perspective?

Teaching Suggestion: Alex moves to China from Canada temporarily after his father is sent to follow a journalistic lead on a potential student protest. Alex quickly learns some of the differences between Eastern and Western cultures while he attends school and lives in China. To help orient students to the main character’s experiences and perspective, consider having students discuss the differences between what is traditionally viewed as Western and Eastern cultures, focusing on independence and interdependence.

• This article describes some of the differences between thinking and values in Eastern and Western societies.
• This article describes how culture affects brain scans and perspective. (Subscription may be needed to view.)

2. What are some examples of human rights? What are among the most important human rights? How do social and cultural norms affect personal freedoms?

Teaching Suggestion: Alex begins to make friends with the student protesters who express their need to be heard by their government and to be represented accurately in the press. To encourage students to reflect on their own understandings of these freedoms and make connections to the novel’s themes, consider having students discuss human rights with a focus on freedom of press and free speech. 

• This 2-minute video explores the relationship between freedom and security.
• This 5-minute video explains the concept of human rights and the complications that arise when enforcing human rights.

Personal Connection Prompt

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

Who are 2-3 individuals you consider to be heroic? Why? What makes an individual heroic? How are heroes often portrayed? Is there a connection between heroism and adversity?

Teaching Suggestion: Alex identifies heroism as a trait solely existing in military personnel. When he experiences the violence in Tiananmen Square, however, his definition of heroism shifts to a wider context—one associated with those who fight for personal freedoms. To better prepare students to consider this shift, it might be helpful to first initiate discussion on the concept of heroism in general, heroic figures in popular culture, and attributes associated with heroism before revealing the prompt; it could also be valuable to revisit this topic at specific points throughout the novel.

Differentiation Suggestion: Students who require an additional challenge or those who demonstrate a particular interest in this topic may find it beneficial to explore the definitions of heroism across different cultures. Students may describe attributes of superheroes in different countries, heroes in political systems or histories, or characteristics that describe heroism around the world. An infographic or collection of resources (as a product) might be shared or made available throughout the unit.