Grenade

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. During the 1930s and 1940s, the Allied and Axis powers fought World War II (WWII) across several regions, namely the “European theater” and the “Pacific theater.” Consider the differences between the armies in these theaters. Which Allied and Axis powers fought in Europe? Which ones fought in the Pacific? What was the overall outcome of both of these theaters of war?

Teaching Suggestion: This question orients students with the historical context of Gratz’s novel as well as the themes of The Might of the US War Machine and The Brutality of War. In Europe, the Allied powers of France, the Soviet Union, and the UK fought the Axis Nazi Germany and Italian forces. While the US also lent support to the European theater, it switched its military focus to the Pacific after the Axis power of Japan bombed Pearl Harbor, Hawaii, in December 1941. For the following four years, the US focused on reducing the Japanese sphere of influence in the Pacific; this included the Japanese-controlled island of Okinawa. It may be helpful to introduce the novel by explaining that Gratz’s story begins on April 1, 1945, the day that the US lands on Okinawa. By this time, the Axis powers were suffering global defeat; less than one month later, Adolf Hitler would commit suicide and Nazi Germany would surrender, and five months later, the US would bomb Hiroshima and Nagasaki, ultimately forcing Japan to surrender and ending WWII.

• This article from The National WWII Museum discusses US involvement in WWII.
• This article from United States Holocaust Memorial Museum shares a brief overview of Japan’s expansion in the Pacific region prior to and during WWII.

2. Consider the challenges that soldiers experience during and after war time. How does war affect them? What are some of the long-term challenges that veterans experience in regard to their mental health?

Teaching Suggestion: This Short Answer question invites students to think about an important discussion that Gratz alludes to throughout his novel: the effect of The Brutality of War on soldiers’ mental health. While the physical effects of war on soldiers may be the most obvious, the effects of war on one’s mental health is an important topic. This question may be used as an opportunity to introduce the term post-traumatic stress disorder (PTSD) to students. This question segues to the main Activity.

• This article from The Wounded Warrior Project provides information and resources regarding PTSD.
• This article from PsychCentral discusses the challenges soldiers face in accessing effective mental health services.
• This article from The Centre for Economic and Policy Research explores the effects of war on children’s mental health.

Short Activity

Many films and television shows are set during the European and Pacific theaters of WWII. Working in small groups, select one that portrays battles of WWII. How does this film or show depict both the Allied and Axis powers? What is the tone or mood? Prepare a summary as well as a trailer or clip from the portrayal and consider how this particular piece of media touches upon the themes of The Brutality of War and The Might of the US War Machine.

Teaching Suggestion: This Short Activity invites students to reflect on Hollywood’s depiction of war. While many mid-20th century films focused on the positives of The Might of the US War Machine, late-20th century and early 21st century films have begun to focus their depictions on The Brutality of War, particularly in regards to the long-lasting effects of war on veterans’ health. The links below may be used as a helpful starting point for discussion.

• This list from Rotten Tomatoes includes the top 100 best-reviewed war movies.
• This BBC article explores the glorification of war in films.

Differentiation Suggestion: This Activity may be split into “Before” and “After” reading sections. The above prompt may be used for the Short Activity before reading Gratz’s novel. For the “After” part, consider inviting students to discuss an additional prompt: Does Gratz’s novel glorify war? Why or why not? If Gratz’s novel was adapted to film, which of the presented films would it most resemble and why? (This Differentiation Suggestion connects with the third Scaffolded Essay Question.)

Personal Connection Prompt

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

When you think about honor, what comes to mind? What does it mean to be honorable? What are examples of actions you have observed in person, literature, or film that are honorable or dishonorable? Why is honor important?

Teaching Suggestion: This question invites students to reflect on the importance of honor from their own perspective. In the novel, the protagonist Hideki wrestles with the concept of honor and duty, particularly as it relates to The Honor Culture of Imperial Japan. However, as he begins to learn about the atrocities of war, Hideki changes his views and instead empathizes with both sides of the fight. This question works well as either an in-class discussion or a take-home assignment and links directly with the Discussion/Analysis Prompt.