The House of the Spirits

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. What do the words “political ideology” mean to you? What are some political ideologies with which you are familiar? In the context of political ideology, what do the terms “left-wing” and “right-wing” mean?

Teaching Suggestion: This question connects to the theme of Politics and Ideology as Content and Context; it aims to gauge students’ familiarity with different kinds of ideologies and to prompt reflection on the term “political ideology” itself (e.g., what it encompasses). For the purposes of this novel, it may be helpful to think of ideology as a set of beliefs that translate into a particular social order. When discussing the different ideologies with which students may be familiar, it may be beneficial to remind students to avoid placing value judgments on a particular set of beliefs or discussing students’ personal affiliations. You can also ask students to consider whether those subscribing to the same political ideology might pursue different methodologies to accomplish their goals.

• Further nuance might be added to the discussion by examining whether one’s political beliefs are purely the function of one’s upbringing, using this BBC article as a springboard. This may help students think about how or why different characters in the book, despite similar backgrounds, exhibit vastly different personal and political beliefs.

2. How would you define “storytelling”? What functions do you think the practice of storytelling could fulfill in personal, social, and political contexts? 

Teaching Suggestion: When examining the idea of storytelling, you may need to nudge students to consider the different possible forms it could take (particularly nonverbal forms like painting, dance, etc.). Discussion possibilities here include some of the ways storytelling can influence personal, social, and political events. The healing and bonding functions of stories will feature significantly within the novel in connection with the theme of Storytelling and the Power of Narrative. In this vein, examine what it is about retelling a story that allows a relationship to form or a heartbreak to heal.

• Consider using this NPR article on the neurology of narrative to examine the very tangible effects that stories can have on one’s physiology. Students might examine what this may mean for the development of empathy, especially when a story is presented with multiple perspectives, and they might connect this idea to how the novel spans multiple generations and employs two different narrators.

Personal Connection Prompt

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

Are there particular quirks, traits, practices, or traditions that are unique to your family and seem to repeat across generations? Retrace your family as far back as you can and look for repeating patterns or connections, presenting your findings through a graphic family tree.

Teaching Suggestion: In retracing their own family trees, students can begin to think about the multigenerational scope of the novel and unexpected connections that emerge across time; the activity relates to the theme of Patterns, Cycles, and the Interconnectedness of Life. The connections need not be limited to physical traits—shared hobbies, traditions, and even quirky coincidences can all be included. Students without extensive knowledge of their family background can instead choose to focus on connections amongst their community, friend group, etc.

Differentiation Suggestion: Advanced learners may present their findings through more detailed media, such as an original short story or a brief film compiled with snippets of family video.