Homegoing -discussion questions

1 . Evaluate the title of the book. Why do you think that the author chose the word Homegoing? What is a homegoing and where does it appear in the novel? In addition to the term’s literal meaning, discuss what symbolic meanings or associations the title might have in terms of a connection with our place of birth, our ancestors, our heritage, and our personal and cultural histories.

2. Explore the theme of belief. What forms of belief are depicted in the book and what purpose do these beliefs seem to serve for the characters? Does the author reveal what has shaped the characters’ beliefs? Do these beliefs seem to have a mostly positive or negative impact on the believer and those around them?

3. What perspective does the book offer on the subject of beliefs and otherness? For instance, does the book delineate between superstition and belief? Why does Ma Aku reprimand Jo after he is kicked out of church? What do the Missionary and the fetish man contribute to a dialogue on beliefs and otherness? Does the book ultimately suggest the best way to confront beliefs that are foreign to us?

4. Evaluate the treatment and role of women in the novel. What role does marriage play within the cultures represented in the novel and how are the women treated as a result? Likewise, what significance does fertility and motherhood have for the women and how does it influence their treatment? In the chapter entitled “Effia,” what does Adwoa tell Effia that her coupling with James is really about? In its depiction of the collective experiences of the female characters, what does the book seem to reveal about womanhood? How different would you say the treatment and role of women is today? Discuss.

5. Analyze the structure of the book. Why do you think the author assigned a chapter to each of the major characters? What points of view are represented therein? Does any single point of view seem to stand out among the rest or do you believe that the author presented a balanced point of view? Explain. Although each chapter is distinct, what do the stories have in common when considered collectively? How might your interpretation of the book differ if the author had chosen to tell the story from a single point of view?

6. Consider the setting of the book. What time periods are represented and what places are adopted as settings? Why do you think that the author chose these particular settings? What subjects and themes are illuminated via these particular choices? How does the extensive scope of the book help to unify these themes and create a cohesive treatment of the subjects therein?

7. In the chapter entitled “Quey,” Fiifi tells Quey that “[the] village must conduct its business like [the] female bird” (53). What does he mean by this and why do you think that Fiifi chooses this approach?

8. Why was Quey sent to England? After his return home, why does Quey say that it was safer in England? Why might he feel that what he faces at home is more difficult than the challenges he faced in leaving home and living abroad?

9. James’s mother, Nana Yaa, says that the Gold Coast is like a pot of groundnut soup (89). What does she mean by this?

10. Why does Akosua Mensah insist to James, “I will be my own nation” (99)? What role do patriotism, heritage, and tradition play in contributing to the injustices, prejudices, and violence depicted in the book? Which other characters seem to share Akosua’s point of view?

11. Explore the theme of complicity. What are some examples of complicity found in the novel? Who is complicit in the slave trade? Where do most of the slaves come from and who trades them? Who does Abena’s father say is ultimately responsible (142)? Do you agree with him? Explain why or why not.

12. Examine the relationships between parents and children in the book. How would you characterize these relationships? Do the children seem to understand their parents and have good relationships with them and vice versa? Do the characters’ views of their parents change or evolve as they grow up? How do the characters’ relationships with their parents influence the way that they raise their own children?

13. What significance does naming have in the book? Why do some of the characters have to change or give up their names? Likewise, what do the characters’ nicknames reveal both about them and about those who give or repeat these names? What does this dialogue ultimately suggest about the power of language and naming?

14. Explore the motif of storytelling. Who are the storytellers in the book and what kinds of stories do they tell? Who is their audience? What might these examples suggest about the purpose and significance of a storytelling tradition?

15. According to Akua, where does evil begin? Where else in the book do readers find examples that support her view? What impact does Akua’s opinion have on Yaw’s lifework? Does he agree with Akua’s view or refute it? Do you agree with her? Discuss.

16. What is history according to Yaw? What does he tell his students is “the problem of history” (226)? Who does Yaw say we believe when reading historical texts and what does he say is the question we must ask when studying history? How might these ideas influence your own reading of Gyasi’s book and reshape your ideas about the historical subjects and themes treated therein?

17. Sonny says that the problem in America “wasn’t segregation but the fact that you could not, in fact, segregate” (244)? What does he mean by this? What does Sonny say that he is forced to feel because of segregation? Which of the other characters experience these same feelings and hardships? Does there seem to be any progress as the story goes on? If so, how is progress achieved? Alternatively, what stymies and slows progress in this area?

18. What is Marcus studying and why isn’t his research going well? What feeling does he indicate that he hopes to capture with his project? Why does Marcus go to Ghana and what does he learn from his experiences there? Marcus believes that “most people lived their lives on upper levels, not stopping to peer underneath (298). What does he mean by this? Where do we find examples of this elsewhere in the book? Are there any characters in the novel who defy this characterization?

19. Consider the book’s treatment of colonialism and imperialism. In the chapter entitled “Esi” at the start of the book, what does Esi’s mother tell her daughter that weakness and strength really are? How does her definition of weakness and strength correspond to the dialogue about colonialism and imperialism that runs throughout the book? Discuss how this dialogue expands into a deeper conversation about freedom and human rights. Have the issues surrounding colonialism, imperialism, freedom, and human rights featured in the book been resolved today or do they linger? If they remain, does the book ultimately offer any suggestions or advice as to how this might be remedied?

curtesy https://www.penguinrandomhouse.com/

'James' discussion questions

Questions and Topics for Discussion

1. James is a retelling of Mark Twain’s 1885 novel Adventures of Huckleberry Finn, which is widely regarded as a classic work of American literature. Have you read Adventures of Huckleberry Finn before? How does Everett subvert Twain’s original text? Did this reimagination change your perspective on the original novel?
2. Twain is well-known for his satirical writing. Where does Everett use humor and satire in James? What social and cultural conditions does the novel’s satire mock or critique?
3. Reflect on Jim’s narration. Why does he switch between vernacular and standardized English? How did this code-switching affect your reading experience?
4. Describe Huck’s role in the story. How does Jim’s fugitive status, as well as race, color, class, age, and education, influence the relationship between the two characters?
5. James depicts the brutalities of slavery, particularly the violence inflicted upon enslaved women and girls, through the stories of Sadie, Lizzie, Sammy, and Katie. What are the unique threats that these characters must navigate? How does Jim react to the gendered violence that he encounters? 
6. Return to Jim’s travels with the minstrel group. What does the novel say about the performance of race? How do blackface minstrelsy and racial passing complicate or undermine racial classification? Can all the characters be seen as performers of race? 
7. Jim’s quest for freedom parallels his quest for literacy. Discuss the key moments on his journey to writing his story. What are the texts that he studies? Who are the characters who give him the tools and encouragement to write? 
8. James references author William Wells Browning, composer Daniel Decatur Emmett, and philosophers John Locke, Jean-Jacques Rousseau, and Voltaire. Consider researching these figures. How do they influence your understanding of the historical period?
9. Discuss the use of religion and superstition in the story. 
10. Were you surprised by Jim’s revelation in chapter one of part three? Returning to earlier passages, can you identify any moments of foreshadowing from Everett? How would you characterize Huck’s reaction? Have you ever learned something shocking about your family’s history?
11. James features an ensemble of fugitive and enslaved characters. How does Everett affirm the humanity of these characters in his writing? Was there one who was particularly memorable to you?
12. The Mississippi River is central to the landscape of the novel. What is the role of the river? How did it shape the political landscape of the region and the events of the novel?
13. Reflect on the title, James. What’s the significance of Jim renaming himself? Why do you think Everett chose to title the novel in this way?
14. What was your reaction to the novel’s ending? What do you think the future holds for James and his family?
15. After reading James, can you think of another character from a classic text that you would like to read as the narrator of their own story?

 
 

 

 

 

Leonardo da Vinci - discussion questions

 

How would you describe Leonardo da Vinci as presented by Walter Isaacson in this biography? Does the author do an adequate job of making da Vinci accessible to 21st-century readers? Does he bring him to life as a living, breathing human being?

Isaacson believes "genius" is too easily applied to people but that Leonardo was "one of the few people in history who indisputably deserved — or, to be more precise, earned — that appellation." Do you agree with Isaacson about our overuse of the term "genius"? How is genius defined? Can you think of someone, in either today's world or in history, who would qualify for genius?

According to Isaacson, da Vinci was self-taught and "willed his way to his genius." What does he mean by that statement? What are some of the factors Isaacson identifies as key to da Vinci's developing path to genius?

Having read Isaacson's book, what parts of Leonardo's life, personality, or his abilities surprise you most?

Isaacson writes about Leonardo's astonishing curiosity. Consider the vast number and variety of objects and pursuits found in the 72,000 pages of the artist's notebooks — what the author refers to as the "greatest record of curiosity ever created." How does Isaacson suggest that his inquisitiveness set da Vinci apart from his contemporaries?

Talk about another aspect of Leonardo's mental process: his ability to recognize patterns — the curls in water, hair, or wind. Why does the author believe that pattern recognition was important for da Vinci?

Isaacson is particularly insightful in writing about da Vinci's great paintings — especially The Last Supper and Mona Lisa. Does the author enable you to better understand the significance of those works and how they furthered the development of art?

Isaacson says we can all learn from Leonardo. What is it we could learn?

Vitruvian Man is about perfect proportion, harmony, and order. Are these our definitions of beauty? Is there beauty to be found in asymmetry or imperfection, in disorder or chaos?

Looking at the illustrations of Da Vinci’s notebooks, what surprised you and/or interested you? What does it tell you about Da Vinci?