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Synopsis|Excerpt

Synopsis

Lois Lowry’s The Giver is the quintessential dystopian novel, followed by its remarkable companions, Gathering Blue, Messenger, and Son.

Jonas's world is perfect. Everything is under control. There is no war or fear of pain. There are no choices. Every person is assigned a role in the community. When Jonas turns 12 he is singled out to receive special training from The Giver. The Giver alone holds the memories of the true pain and pleasure of life. Now, it is time for Jonas to receive the truth. There is no turning back.

Excerpt

Chapter 1

It was almost December, and Jonas was beginning to be frightened. No. Wrong word, Jonas thought. Frightened meant that deep, sickening feeling of something terrible about to happen. Frightened was the way he had felt a year ago when an unidentified aircraft had overflown the community twice. He had seen it both times. Squinting toward the sky, he had seen the sleek jet, almost a blur at its high speed, go past, and a second later heard the blast of sound that followed. Then one more time, a moment later, from the opposite direction, the same plane.

At first, he had been only fascinated. He had never seen aircraft so close, for it was against the rules for Pilots to fly over the community. Occasionally, when supplies were delivered by cargo planes to the landing field across the river, the children rode their bicycles to the river bank and watched, intrigued, the unloading and then the takeoff directed to the west, always away from the community.

But the aircraft a year ago had been different. It was not a squat, fat-bellied cargo plane but a needle-nosed single-pilot jet. Jonas, looking around anxiously, had seen others — adults as well as children — stop what they were doing and wait, confused, for an explanation of the frightening event.

Then all of the citizens had been ordered to go into the nearest building and stay there. IMMEDIATELY, the rasping voice through the speakers had said. LEAVE YOUR BICYCLES WHERE THEY ARE.

Instantly, obediently, Jonas had dropped his bike on its side on the path behind his family’s dwelling. He had run indoors and stayed there, alone. His parents were both at work, and his little sister, Lily, was at the Childcare Center where she spent her after-school hours.

Looking through the front window, he had seen no people: none of the busy afternoon crew of Street Cleaners, Landscape Workers, and Food Delivery people who usually populate the community at that time of day. He saw only the abandoned bikes here and there on their sides; an upturned wheel on one was still revolving slowly.

He had been frightened then. The sense of his own community silent, waiting, had made his stomach churn. He had trembled.

But it had been nothing. Within minutes the speakers had crackled again, and the voice, reassuring now and less urgent, had explained that a Pilot-in-Training had misread his navigational instructions and made a wrong turn. Desperately the Pilot had been trying to make his way back before his error was notice.

NEEDLESS TO SAY, HE WILL BE RELEASED, the voice had said, followed by silence. There was an ironic tone to that finally message, as if the Speaker found it amusing; and Jonas had smiled a little, though he knew what a grim statement it had been. For a contributing citizen to be released from the community was a final decision, a terrible punishment, an overwhelming statement of failure.

Even the children were scolded if they used the term lightly at play, jeering at a teammate who missed a catch or stumbled in a race. Jonas had done it once, had shouted at his best friend, “That’s it, Asher! You’re released!” when Asher’s clumsy error had lost a match for his team. He had been taken aside for a brief and serious talk by the coach, had hung his head with guilt and embarrassment, and apologized to Asher after the game.

Now, thinking about the feeling of fear as he pedaled home along the river path, he remembered that moment of palpable, stomach-sinking terror when the aircraft had streaked above. It was not what he was feeling now with December approaching. He searched for the right word to describe his own feeling.

Jonas was careful about language. Not like his friend, Asher, who talked too fast and mixed things up, scrambling words and phrases until they were barely recognizable and often very funny.

Jonas grinned, remembering the morning that Asher had dashed into the classroom, late as usual, arriving breathlessly in the middle of the chanting of the morning anthem. When the class took their seats at the conclusion of the patriotic hymn, Asher remained standing to make his public apology as was required.

“I apologize for inconveniencing my learning community.” Asher ran through the standard apology phrase rapidly, still caching his breath. The Instructor and class waited patiently for his explanation. The students had all been grinning, because they had listened to Asher’s explanations so many times before.

“I left home at the correct time but when I was riding along near the hatchery, the crew was separating some salmon. I guess I just got distraught, watching them.

“I apologize to my classmates,” Asher concluded. He smoothed his rumpled tunic and sat down.

“We accept your apology, Asher.” The class recited the standard response in unison. Many of the students were biting their lips to keep from laughing.

“I accept your apology, Asher,” the Instructor said. He was smiling. “And I thank you, because once again you have provided an opportunity for a lesson in language. ‘Distraught’ is too strong an adjective to describe salmon-viewing.” He turned and wrote “distraught” on the instructional board. Beside it he wrote “distracted.”

Jonas, nearing his home now, smiled at the recollection. Thinking, still, as he wheeled his bike into its narrow port beside the door, he realized that frightened was the wrong word to describe his feeling, now that December was almost here. It was too strong an adjective.

He had waited a long time for this special December. Now that it was almost upon him, he wasn’t frightened, but he was…eager, he decided. He was eager for it to come. And he was excited, certainly. All of the Elevens were excited about the event that would be coming so soon.

But there was a little shudder of nervousness when he thought about it, about what might happen.

Apprehensive, Jonas decided. That’s what I am.

“Who wants to be the first tonight, for feelings?” Jonas’s father asked, at the conclusion of their evening meal.

It was one of the rituals, the evening telling of feelings. Sometimes Jonas and his sister, Lily, argued over turns, over who would get to go first. Their parents, of course, were part of the ritual; they, too, told their feelings each evening. But like all parents — all adults — they didn’t fight and wheedle for their turn.

Nor did Jonas, tonight. His feelings were too complicated this evening. He wanted to share them, but he wasn’t eager to begin the process of sifting through his own complicated emotions, even with the help that he knew his parents could give.

“You go, Lily,” he said, seeing his sister, who was much younger — only a Seven — wiggling with impatience in her chair.

“I felt very angry this afternoon, “ Lily announced. “My Childcare group was at the play area, and we had a visiting group of Sevens, and they didn’t obey the rules at all. One of them — a male; I don’t know his name — kept going right to the front of the line for the slide, even though the rest of us were all waiting. I felt so angry at him. I made my hand into a fist, like this.” She held up a clenched fist and the rest of the family smiled at her small defiant gesture.

“Why do you think the visitors didn’t obey the rules?” mother asked.

Lily considered, and shook her head. “I don’t know. They acted like…like…”

“Animals?” Jonas suggested. He laughed.

“That’s right, “ Lily said, laughing too. “Like animals.” Neither child knew what the word meant, exactly, but it was often used to describe someone uneducated or clumsy, someone who didn’t fit in. “Where were the visitors from?” Father asked.

Lily frowned, trying to remember. “Our leader told us, when he make the welcome speech, but I can’t remember. I guess I wasn’t paying attention. It was from another community. They had to leave very early, and they had their midday meal on the bus.”

Mother nodded. “Do you think it’s possible that their rules may be different? And so they simply didn’t know what your play area rules were?”

Lily shrugged, and nodded. “I suppose.”

“You’ve visited other communities, haven’t you?” Jonas asked. “My group has, often.”

Lily nodded again. “When we were Sixes, we went and shared a whole school day with a group of Sixes in their community.”

“How did you feel when you were there?”

Lily frowned. “I felt strange. Because their methods were different. They were learning usages that my group hadn’t learned yet, so we felt stupid.”

Father was listening with interest. “I’m thinking, Lily,” he said, “about the boy who didn’t obey the rules today. Do you think it’s possible that he felt strange and stupid, being in a new place with rules that he didn’t know about?”

Lily pondered that. “Yes,” she said, finally.

“I feel a little sorry for him,” Jonas said, “even though I don’t even know him. I feel sorry for anyone who is in a place where he feels strange and stupid.”

“How do you feel now, Lily?” Father asked. “Still angry?”

“I guess not,” Lily decided. “I guess I feel a little sorry for him. And sorry I made a fist.” She grinned.

Jonas smiled back at his sister. Lily’s feelings were always straightforward, fairly simple, usually easy to resolve. He guessed that his own had been, too, when he was a Seven.

He listened politely, though not very attentively, while his father took his turn, describing a feeling of worry that he’d had that day at work: a concern about one of the new children who wasn’t doing well. Jonas’s father’s title was Nurturer. He and the other Nurturers were responsible for all the physical and emotional needs of every new child during its earliest life. It was a very important job, Jonas knew, but it wasn’t one that interested him much.

“What gender is it?” Lily asked.

“Male,” Father said. “He’s a sweet little male with a lovely disposition. But he isn’t growing as fast as he should, and he doesn’t sleep soundly. We have him in the extra care section for supplementary nurturing, but the committee’s beginning to talk about releasing him.”

“Oh, no,” Mother murmured sympathetically. “I know how sad that must make you feel.”

Jonas and Lily both nodded sympathetically as well. Release of newchilden was always sad, because they hadn’t had a chance to enjoy life within the community yet. And they hadn’t done anything wrong.

There were only two occasions of release which were not punishment. Release of the elderly, which was a time of celebration for a life well and fully lived; and release of a newchild, which always brought a sense of what-could-we-have-done. This was especially troubling for the Nurturers, likeFather, who felt they had failed somehow. But it happened very rarely.

“Well,” Father said, “I’m going to keep trying. I may ask the committee for permission to bring him here at night, if you don’t mind. You know what the night-crew Nurturers are like. I think this little guy needs something extra.”

“Of course,” Mother said, and Jonas and Lily nodded. They had heard Father complain about the night crew before. It was a lesser job, night-crew nurturing, assigned to those who lacked the interest or skills or insight for the more vital jobs of the daytime hours. Most of the people on the night crew had not even been given spouses because they lacked, somehow, the essential capacity to connect to others, which was required for the creation of a family unit.

“Maybe be could even keep him,” Lily suggested sweetly, trying to look innocent. The look was fake, Jonas knew; they all knew.

“Lily,” Mother reminded her, smiling, “you know the rules.”

Two children — one male, one female — to each family unit. It was written very clearly in the rules.

Lily giggled. “Well,” she said, “I thought maybe just this once.”

Next, Mother, who held a prominent position at the Department of Justice, talked about her feelings. Today a repeat offender had been brought before her, someone who had broken the rules before. Someone who she hoped had been adequately and fairly punished, and who had been restored to his place: to his job, his home, his family unit. To see him brought before her a second time caused her overwhelming feeling of frustration and anger. And even guilt, that she hadn’t made a difference in his life.

“I feel frightened, too, for him,” she confessed. “You know that there’s no third chance. The rules say that if there’s a third transgression, he simply has to be released.” Jonas shivered. He knew it happened. There was even a boy in has group of Elevens whose father had been released years before. No one ever mentioned it; the disgrace was unspeakable. It was hard to imagine.

Lily stood up and went to her mother. She stroked her mother’s hair.

From his place at the table, Father reached over and took her hand. Jonas reached for the other.

One by one, they comforted her. Soon she smiled, thanked them, and murmured that she felt soothed.

The ritual continued. “Jonas?” Father asked. “You’re last, tonight.”

Jonas sighed. This evening he almost would have preferred to keep his feelings hidden. But it was, of course, against the rules.

“I’m feeling apprehensive,” he confessed, glad the appropriate descriptive word had finally come to him.

“Why is that, son?” His father looked concerned.

“I know there’s really nothing to worry about,” Jonas explained, “and that every adult has been through it. I know you have, Father, and you too, Mother. But it’s the Ceremony that I’m apprehensive about. It’s almost December.”

Lily looked up, her eyes wide. “The Ceremony of Twelve,” she whispered in an awed voice. Even the smallest children Lily’s age and younger -knew that it lay in the future for each of them.

“I’m glad you told us of your feelings,” Father said.

“Lily,” Mother said, beckoning to the little girl, “go on now and get into your nightclothes. Father and I are going to stay here and talk to Jonas for a while.”

Lily sighed, but obediently she got down from her chair. “Privately?” she asked.

Mother nodded. “Yes,” she said, “this talk will be a private one with Jonas.”
Lois Lowry|Author Q&A

About Lois Lowry

Lois Lowry - The Giver

Photo © Bachrach

“As a child, I was always writing lists and keeping journals—much like Anastasia does. Today, I still do these things. I guess I’ll always be like Anastasia; I’m still a kid at heart.”—Lois Lowry

Lois Lowry has twice won the prestigious Newbery Medal for Number the Stars and The Giver. In Gathering Blue, the compelling companion to The Giver, Lowry transports young readers to another futuristic society.

ABOUT THE AUTHOR

Whether she’s writing comedy, adventure, or poignant, powerful drama—from Attaboy, Sam! and Anastasia Krupnik to Number the Stars and The Giver—Lois Lowry’s appeal is as broad as her subject matter and as deep as her desire to affect an eager generation of readers. An author who is “fast becoming the Beverly Cleary for the upper middle grades” (The Horn Book Magazine), Lois Lowry has written over 20 books for young adults and is a two-time Newbery Medal Winner.

Lois Lowry was born in Honolulu, Hawaii, and attended junior high school in Tokyo, Japan. Her father was a dentist for the U.S. Army and his job entailed a lot of traveling. Lowry still likes to travel.

At the age of 17, Lowry attended Brown University and majored in writing. She left school at 19, got married, and had four children before her 25th birthday. After some time, she returned to college and received her undergraduate degree from the University of Maine.

Lois Lowry didn’t start writing professionally until she was in her mid-30s. Now she spends time writing every single day. Before she begins writing a book, she usually knows the beginning and end of her story. When she’s not writing, Lowry enjoys gardening during the spring and summer and knitting during the winter. One of her other hobbies is photography, and her own photos grace the covers of Number the Stars, The Giver, and Gathering Blue.

Lois Lowry has four children and two grandchildren. She lives in Cambridge, Massachusetts.



PRAISE

GATHERING BLUE
A Companion to The Giver

—A School Library Journal Best Book of the Year

THE GIVER

—A Newbery Medal Winner
—An ALA Notable Book for Children
—An ALA Best Book for Young Adults
—A School Library Journal Best Book of the Year
—A Boston Globe–Horn Book Honor Book
—A Booklist Editors’ Choice
—A Regina Medal Winner

YOUR MOVE, J.P.!

—A Children’s Book Committee at Bank Street College Best Book of the Year

A SUMMER TO DIE

—An ALA Notable Book for Children
—An International Reading Association Children’s Book Award
—A School Library Journal Best Book for Spring

RABBLE STARKEY

—A Boston Globe–Horn Book Award

NUMBER THE STARS

—A Newbery Medal Winner
—An ALA Notable Book for Children
—A School Library Journal Best Book of the Year
—An American Bookseller Pick of the Lists

AUTUMN STREET

—An ALA Notable Book for Children

ATTABOY, SAM!

—An American Bookseller Pick of the Lists

ANASTASIA, ASK YOUR ANALYST

—An IRA–CBC Children’s Choice

ANASTASIA AGAIN!

—An ALA Notable Book for Children

Author Q&A

A CONVERSATION WITH LOIS LOWRY ABOUT THE GIVER

Q. When did you know you wanted to become a writer?

A.
I cannot remember ever not wanting to be a writer.

Q. What inspired you to write The Giver?

A.
Kids always ask what inspired me to write a particular book or how did I get an idea for a particular book, and often it’s very easy to answer that because books like the Anastasia books come from a specific thing; some little event triggers an idea. But a book like The Giver is a much more complicated book, and therefore it comes from much more complicated places—and many of them are probably things that I don’t even recognize myself anymore, if I ever did. So it’s not an easy question to answer.

I will say that the whole concept of memory is one that interests me a great deal. I’m not sure why that is, but I’ve always been fascinated by the thought of what memory is and what it does and how it works and what we learn from it. And so I think probably that interest of my own and that particular subject was the origin, one of many, of The Giver.

Q. How did you decide what Jonas should take on his journey?

A.
Why does Jonas take what he does on his journey? He doesn’t have much time when he sets out. He originally plans to make the trip farther along in time, and he plans to prepare for it better. But then, because of circumstances, he has to set out in a very hasty fashion. So what he chooses is out of necessity. He takes food because he needs to survive. He takes the bicycle because he needs to hurry and the bike is faster than legs. And he takes the baby because he is going out to create a future. And babies always represent the future in the same way children represent the future to adults. And so Jonas takes the baby so the baby’s life will be saved, but he takes the baby also in order to begin again with a new life.

Q. When you wrote the ending, were you afraid some readers would want more details or did you want to leave the ending open to individual interpretation?

A.
Many kids want a more specific ending to The Giver. Some write, or ask me when they see me, to spell it out exactly. And I don’t do that. And the reason is because The Giver is many things to many different people. People bring to it their own complicated beliefs and hopes and dreams and fears and all of that. So I don’t want to put my own feelings into it, my own beliefs, and ruin that for people who create their own endings in their minds.

Q. Is it an optimistic ending? Does Jonas survive?

A.
I will say that I find it an optimistic ending. How could it not be an optimistic ending, a happy ending, when that house is there with its lights on and music is playing? So I’m always kind of surprised and disappointed when some people tell me that they think the boy and the baby just die. I don’t think they die. What form their new life takes is something I like people to figure out for themselves. And each person will give it a different ending. I think they’re out there somewhere and I think that their life has changed and their life is happy, and I would like to think that’s true for the people they left behind as well.

Q. In what way is your book Gathering Blue a companion to The Giver?

A.
Gathering Blue postulates a world of the future, as The Giver does. I simply created a different kind of world, one that had regressed instead of leaping forward technologically as the world of The Giver has. It was fascinating to explore the savagery of such a world. I began to feel that maybe it coexisted with Jonas’s world . . . and that therefore Jonas could be a part of it in a tangential way. So there is a reference to a boy with light eyes at the end of Gathering Blue. He can be Jonas or not, as you wish.


From the Trade Paperback edition.

Praise | Awards

Praise

"A powerful and provacative novel.”
-- The New York Times

Awards

WINNER 1994 Newbery Medal Winner
WINNER 1994 ALA Best Books for Young Adults
WINNER 1994 ALA Notable Children's Book
WINNER 1996 New Jersey Garden State Teen Book Award
WINNER 1995 Virginia Young Readers Program Award
WINNER 1995 Arkansas Charlie May Simon Master List
NOMINEE 1995 Colorado Blue Spruce Young Adult Book Award
WINNER 1996 Illinois Rebecca Caudill Young Readers Award
WINNER 1996 Kansas William White Award
WINNER 1995 Kentucky Bluegrass Master List
WINNER 1994 Maine Student Book Award
NOMINEE 1997 Colorado Children's Book Award
NOMINEE 1998 Colorado Blue Spruce Young Adult Book Award
FINALIST 1994 Massachusetts Children's Book Award
WINNER 2012 Scholastic Parent & Child 100 Greatest Books for Kids
Discussion Questions|Suggestions|Teachers Guide

Discussion Guides

1. In The Giver, each family has two parents, a son, and a daughter. The relationships are not biological but are developed through observation and a careful handling of personality. In our own society, the makeup of family is under discussion. How are families defined? Are families the foundations of a society, or are they continually open for new definitions?

2. In Jonas’s community, every person and his or her experience are precisely the same. The climate is controlled, and competition has been eliminated in favor of a community in which everyone works only for the common good. What advantages might “Sameness” yield for contemporary communities? Is the loss of diversity worthwhile?

3. Underneath the placid calm of Jonas’s society lies a very orderly and inexorable system of euthanasia, practiced on the very young who do not conform, the elderly, and those whose errors threaten the stability of the community. What are the disadvantages and benefits of a community that accepts such a vision of euthanasia?

4. Why is the relationship between Jonas and The Giver dangerous, and what does this danger suggest about the nature of love?

5. The ending of The Giver may be interpreted in two very different ways. Perhaps Jonas is remembering his Christmas memory–one of the most beautiful that The Giver transmitted to him–as he and Gabriel are freezing to death, falling into a dreamlike coma in the snow. Or perhaps Jonas does hear music and, with his special vision, is able to perceive the warm house where people are waiting to greet him. In her acceptance speech for the Newbery Medal, Lois Lowry mentioned both possibilities but would not choose one as correct. What evidence supports each interpretation?

6. There are groups in the United States today that actively seek to maintain an identity outside the mainstream culture: the Amish, the Mennonites, Native American tribes, and the Hasidic Jewish community. What benefits do these groups expect from defining themselves as “other”? What are the disadvantages? How does the mainstream culture put pressure on such groups?

7. Lois Lowry helps create an alternate world by having the community use words in a special way. Though that world stresses what it calls “precision of language,” in fact it is built upon language that is not precise but deliberately clouds meaning. What is the danger of such misleading language?

8. Examine the ways in which Jonas’s community uses euphemism to distance itself from the reality of “Release.” How does our own society use euphemism to distance us from such realities as aging and death, bodily functions, and political activities? What are the benefits and disadvantages of such uses of language?

Prepared by Gary D. Schmidt, Department of English, Calvin College

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Teacher's Guide



ABOUT THIS BOOK

In Jonas’s perfect world, everything is under control. There is no war or fear or pain. But when Jonas learns the truth, there is no turning back.

In a utopian community where there are no choices–where everyone has his or her place in the world assigned according to gifts and interests–the time has come for 12-year-old Jonas to become the new Receiver of Memory. He will be the one to bear the collective memories of a society that lives only in the present, where “Sameness” is the rule. But Jonas soon recognizes the losses and discovers the lie that supports his community. He decides he will change his world–but he cannot predict how that change will come about, or what that change will mean for himself and the “newchild” Gabriel, whom he has resolved to protect.

ABOUT THIS AUTHOR

Lois Lowry has written over 20 novels spanning several genres. Her Anastasia Krupnik series, set in contemporary Boston, follows with poignant humor the exploits of Anastasia (a precocious adolescent), her younger brother Sam, and their artistic parents. Books like Rabble Starkey and A Summer to Die focus on families and crisis, and examine the strength and love that bind them together. Number the Stars, Lowry’s first work of historical fiction and a Newbery Medal winner, is set during the Holocaust. The Giver, Lowry’s first work of fantasy, is now joined by its companion novel, Gathering Blue.

TEACHING IDEAS

The Giver is a gripping story that draws the reader into a unique world with disturbingly close echoes of our own. It asks deep and penetrating questions about how we live together in a society.

What must we give up, for example, in order to live in peace? How much should the individual lose of himself or herself for the collective good? Can we ignore and minimize pain in our lives--both physical and emotional--to live happier existences? These ideas, combined with an ending that can be interpreted in two different ways, can lead to a classroom experience that challenges, provokes, and perhaps disturbs.

PRE-READING ACTIVITY

Have students create a “perfect” community, giving it a name, a system of government, and a physical description, and accounting for how its people spend their days. Discuss how that community would change and grow. What roles would history and memories of painful events play in the growth of the community? What would have to be added to our own society in order to make it perfect? What would be lost in this quest for perfection?


THEMATIC CONNECTIONS

Family—Parental Relationships–In The Giver, each family has two parents, a son, and a daughter. The relationships are not biological, but are developed through observation and a careful handling of personality. In our own society, the makeup of family is under discussion. How are families defined? Are families the unchanging foundations of a society, or are they continually open for new definitions?

Diversity–The Giver pictures a community in which every person and his or her experience is precisely the same. The climate is controlled, and competition has been eliminated in favor of a community in which everyone works only for the common good. What advantages might “Sameness” yield for contemporary communities? In what ways do our differences make us distinctly human? Is the loss of diversity worthwhile?

Euthanasia–Underneath the placid calm of Jonas’s society lies a very orderly and inexorable system of euthanasia, practiced on the very young who do not conform, the elderly, and those whose errors threaten the stability of the community. What are the disadvantages and benefits to a community that accepts such a vision of euthanasia?

Feelings–Jonas remarks that loving another person must have been a dangerous way to live. Describe the relationships between Jonas and his family, his friends Asher and Fiona, and the Giver. Are any of these relationships dangerous? Perhaps the most dangerous is that between Jonas and the Giver–the one relationship built on love. Why is that relationship dangerous and what does the danger suggest about the nature of love?


CONNECTING TO THE CURRICULUM

Philosophy–A number of utopian communities were established in the U.S., such as the Shakers in the eighteenth century or Fruitlands, led by Bronson Alcott (father of Louisa May Alcott), in the mid-nineteenth century. Have students choose one of these communities and list the principles that guided it, as well as the assumptions behind those principles. What generalizations might be made about why such a community may not last?

Science–While throwing an apple back and forth, Jonas suddenly notices that it “changes”; in fact, he is beginning to perceive color. Divide the class into groups and have them research and report on the following subjects: the nature of color and of the spectrum, how the human eye perceives color, what causes color blindness, and what causes the body to react to any stimulus. Is it possible to train the human eye so that it does not perceive color?

Language Arts–The ending of The Giver may be interpreted in two very different ways. Perhaps Jonas is remembering his Christmas memory–one of the most beautiful that the Giver gave to him–as he and Gabriel are freezing to death, falling into a dreamlike coma in the snow. Or perhaps Jonas does hear music and, with his special vision, is able to perceive the warm house where people are waiting to greet him. In her acceptance speech for the Newbery Medal, Lois Lowry mentioned both possibilities, but would not call one correct, the other not. After discussing the role of ambiguity in writing, have students craft short stories that end on an ambiguous note. Discuss some in class, noting the writers’ clues for such an ending.

Sociology–Choose a group in the U.S. today that actively seeks to maintain an identity outside of the mainstream culture: the Amish or Mennonites, a Native American tribe, the Hasidic Jewish community, or another group. Have students research and report on the answers to questions such as the following: What benefits does this group expect from defining itself as “other”? What are the disadvantages? How does the mainstream culture put pressure on such a group?

Using the Companion Novels Together

Language ArtsGathering Blue is a companion novel to The Giver. Discuss the difference between a companion novel and a sequel. Talk about the similarities and differences in the two novels. Ask students to write a letter that Kira, the main character in Gathering Blue, might write to Jonas where she tells him the frightening truths that she discovers about her community. Share the letters in class, and discuss what Jonas might write back to her.

VOCABULARY

Lois Lowry helps create an alternate world by having the community use words in a very special way. Though that world stresses what it calls “precision of language,” in fact it is built upon language that is not precise, but that deliberately clouds meaning. Consider what Jonas’s community really means by words such as: released (p. 2), feelings (p. 4), animals (p. 5), Nurturer (p. 7), Stirrings (p. 37), replacement child (p. 44), and Elsewhere (p. 78).

Examine the ways that Jonas’s community uses euphemism to distance itself from the reality of what they call “Release.” How does our own society use euphemism to distance the realities of death, bodily functions, aging, and political activities? What benefits and disadvantages are there to such a use of language?

AWARDS

A Newbery Medal Book
An ALA Notable Children’s Book
An ALA Best Book for Young Adults
A Boston Globe—Horn Book Award Honor Book
A Booklist Children’s Editors’ Choice
A School Library Journal Best Book of the Year
A Horn Book Fanfare
The Regina Medal
An IRA—CBC Children’s Choice
An NCTE Notable Trade Book for
the Language Arts
An NCSS—CBC Notable Children’s Book
in the Field of Social Studies

REVIEWS

* "The simplicity and directness of Lowry's writing force readers to grapple with their own thoughts.. . ."--Starred, Focus Review/ Booklist

* "A richly provocative novel."--Pointer, Kirkus Reviews

* "The final flight for survival is a riveting as it is inevitable. This tightly plotted story and its believable characters will stay with readers for a long time."--Starred, Publishers Weekly

* "The theme of balancing the values of freedom and security is beautifully presented."--Starred, The Horn Book

* "A powerful and provocative novel."--The New York Times

OTHER TITLES OF INTEREST

Gathering Blue
A Companion to The Giver
Lois Lowry
Fear • Courage • Friendship
Truth • Freedom
Grades 7 up / 0-440-22949-9
Dell Laurel-Leaf Readers Circle

The Sign of the Beaver
Elizabeth George Speare
Adventure • Cultural Diversity
Historical Fiction
Grades 5—9 / 0-440-47900-2
Dell Yearling

A Single Shard
Linda Sue Park
Courage • Survival • Honesty
Hope • Family • Death
Grades 4—8 / 0-440-41851-8
Dell Yearling

COPYRIGHT

Prepared by Gary D. Schmidt, Director of English, Calvin College.

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