After The First Death

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. Robert Cormier began his writing career as an award-winning journalist for the newspaper the Fitchburg Sentinel but became a full-time writer in 1960 after the success of his first novel, Now and at the Hour. For what kind of literature is this writer well known? How might his impact on readership be characterized?

Teaching Suggestion: This prompt will give students the opportunity to share their own knowledge about the work and legacy of Robert Cormier, widely regarded as one of the most influential YA authors of the 20th century. Students unfamiliar with this writer might use these or similar resources to learn about Cormier’s biography, story summaries, and legacy.

• The Guardian’s obituary for Robert Cormier gives an overview on his life and works.
• Robert Cormier passed away in 2000; his website offers a biography.

Differentiation Suggestion: For advanced learners, consider having them read an excerpt of a master’s degree thesis by Erik M. Walker, “Beyond the Problem Novel: Robert Cormier’s Vision and the World of Adolescent Tragedy.” In it, Walker explains the ways in which Cormier influenced adolescent popular culture. The paper also offers students exposure to higher-level writing and academic arguments.

1.  “Believe in yourself” is a popular motivational saying. Consider the psychological underpinnings of belief. What is it about belief in oneself, in a higher power, or in the supernatural that can motivate humans to accomplish challenging, unexpected, or unrealistic feats? What historical figures felt empowered to achieve greatness, thanks to their beliefs?

Teaching Suggestion: The Power of Belief is a motivating force for the characters in the novel. This prompt may encourage students to reflect upon the concept of belief with regard to both the psychological and neurological foundations.

• Vassar’s “The Science Behind Belief” is a 4-minute video by Professor Ken Livingston in which he discusses the neurological underpinnings of belief.
• Psychology Today’s “The Power of Believing in Yourself” explores this popular motivational saying.

Personal Connection Prompt

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

Robert Cormier’s books are known for their pessimistic themes that deal with the darker side of the human condition. Why do you think it is important that we read stories that don’t always have happy endings? Discuss a piece of media (a book, nonfiction article, movie, or TV show) without a happy ending that enriched you in some way.

Teaching Suggestion: This prompt offers the opportunity to introduce the theme Death Doesn’t Discriminate. After students reflect upon media with realistic, gritty, or dark themes, they might share their rationale for that work’s importance with a partner or small group. Another way to approach this prompt is through a brief brainstorming session in which students list novels or historical nonfiction they have read for former classes and think about the realistic or darker themes involved. 

• Verywell Mind’s “Why Do We Like Sad Stories?” considers why readers sometimes gravitate toward sad stories.
• Book Riot’s “Why Should Children Read Dark Books?” provides arguments for younger readers’ exposure to dark or somber books. YA readers might recognize middle grade titles they formerly experienced.

Differentiation Suggestion: For a more creative approach, students might borrow a popular fairy tale or other story with a “happily ever after” ending and re-write it with a realistic or unhappy (but meaningful) twist.