To the Discussion Leader
The Starving Time: Elizabeth's
Diary, Book Two continues nine-year-old Elizabeth Barker's story
of life and death during the first year settling the Jamestown, Virginia
colony. Through Elizabeth's diary entries young readers come face
to face with gnawing hunger as the settlers dream of food but face
the stark realties of starvation and disease. Elizabeth observes the
goodness of people who share what little they have and the evil and
laziness of others who steal from their fellow colonists.
As in her first diary, Elizabeth introduces readers to historical
figures in American history from Chief Powhatan and Pocahontas to
Captain John Smith and Lord de La Warre. In The Starving Time, the
colonists of 1609 live again as a nine-year-old encounters fear,
hunger, friendship, birth, death, and love in the New World.
Summary
It is October 1609, and as nine-year-old
Elizabeth watches the ship sail away, she is "trying to be brave."
She writes, "it is hard because Jessie, my friend, is on that ship.
Captain Smith, my friend, is on the ship, too. They are returning
to England. And we are left behind here in Jamestown. I have lost
so much. I feel angry and black in my heart." Yet Elizabeth enjoys
watching her baby sister, Abigail, grow, and she gradually becomes
friends with some of the children in the settlement: Francis Collier,
a friendly, cheerful boy, and Mary Dobson, a girl she previously didn't
like.
As winter approaches, food becomes scarce, and the settlers are
hungry all the time. Since Captain Smith has gone, there is no strong
leadership in the settlement. People steal from each other and from
the Indians as well. The previously friendly Indians are now more
hostile. Venturing outside the fort to hunt for food is dangerous.
Many people become ill, and Elizabeth's mother goes to care for
them in the "sick shed."
Baby Abigail becomes weaker and weaker, and Elizabeth fears her
sister will die. She decides to go to the Indian village, find her
friend Pocahontas, and ask for help. Weak from the fever, Elizabeth
collapses on the way, and the Indians lead her back to her home.
They leave food for the starving villagers. Elizabeth visits the
sick shed and learns that her mother is very ill, and so is her
friend Francis. Sadly, both her mother and Francis die while Elizabeth
is with them, and she is brokenhearted.
Months later, as Mary and Elizabeth sit by the river, they see
a supply ship approaching. At last there is food, medicine, new
leaders, and more men, women, and children. Best of all, Elizabeth
writes, "Caleb [her brother] has joined us here. We have built a
house — a home — in Jamestown. We are at home in America."
Thinking About the Book
1. Elizabeth writes that
this is her second journal. What happened to her first journal? Where
did she get this one? Why is it so special to her?
2. Elizabeth makes it very clear that she does not like
the Bridger family. In fact, she writes that they are "...loud and
crude and vulgar and very, very lazy." List at least three reasons
for her feeling this way.
3. When food becomes scarce in Jamestown, the settlers
are forced to eat things they never would eat in ordinary times.
What evidence is there that they were desperate for anything to
eat? What do you think you would have done if you'd been there?
4. Identify the following characters who appear in Elizabeth's
diary. In a sentence or two explain why each of these people is
important in Elizabeth's life.
Amelia Quick
Francis Collier
Chief Powhatan
Mistress Whistler
Lord de La Warre
Abigail
5. Early in her diary Elizabeth reflects, "I do think
I have learned a lesson. I will not judge people before I know them."
How did she learn this lesson?
6. On page 82 of her diary, Elizabeth decides, "I no longer
feel so afraid to go out into the forest. I no longer feel so afraid
of the Indians. Many of them are good and kind." What causes her
to come to this conclusion?
7. What happens that makes Elizabeth write (p. 95), "There
is no hope here. When I said that to Papa today, he only sighed.
He did not even scold me. That is how bad he feels."
8. What do Elizabeth and Mary see on June 10, 1610? What
does this mean to the people of Jamestown?
Student Activities
1. Elizabeth comes up
with a secret code for writing things in her diary that she wants
no one else to be able to read. It would be easy for anyone to break
this code. Create your own secret code and write a diary entry in
that code. Share your entry with the other members of your discussion
group and see if they can crack your secret code.
2.Much of Elizabeth's time is spent thinking about and
writing about food. On December 23, 1609, she and Mary pretend that
they have had a big dinner and come up with six words to describe
what it feels like to have eaten a lot. Since it is most often hunger
that Mary and Elizabeth really feel, create a list of six words
that describe being very, very hungry.
3.With no money to buy toys, Elizabeth makes them with
materials she find around Jamestown. Like Elizabeth, see if you
can create a tiny set of plates, bowls, and cups using acorn shells.
Or craft a simple doll stuffed with pine needles and painted with
a smiling face.
4. The Powhatan Indians lived in the area of the Jamestown
settlement. Go to http://falcon.jmu.edu/~ramseyil/vaindianspowindex.htm
to see how they lived. What did you
learn about their way of life and how they helped the settlers?
5. One of the foods Elizabeth says she ate even during
some of the starving times was hardtack. You will find a recipe
for making hardtack at
http://www.worldwar1.com/dbc/hardtack.htm. With the help of an
adult, make some hardtack and share it with your group. How do you
like this food? What does it taste like?
6. Note to teachers and discussion leaders: You can download
a complete 32 page lesson plan with information and student activities
about life in Jamestown by visiting http://www.gti.net/mocolib1/kid/food.html.
Scroll down to Jamestown Settlers 1607 and click on "pottage." The
lesson plan will then be downloaded on to your computer.
Discussion Guide written by Richard F. Abrahamson,
Ph.D., Professor of Literature for Children and Young Adults, University
of Houston and Eleanore S. Tyson, Ed.D., Clinical Assistant Professor,
University of Houston, Department of Curriculum and Instruction.
Houston, Texas.
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