The Whipping Boy

Short Answer

1. One of the main characters in The Whipping Boy is Prince Horace, heir to a kingdom. What are some places where, at some point, power passed down from a king or queen to their children? How is power passed down in other forms of government?

Teaching Suggestion: As students identify different countries or regions where monarchies existed, encourage them to check whether or not monarchies still exist in these regions. If not, students can identify when these monarchies ceased to exist, and any historical context for this change (for example, the French Revolution). Students could also explore restrictions or practices related to succession in monarchies (for example, the practice of the eldest child inheriting, the possible exclusion of female heirs, etc.) Students might also like to research cases in which the children of elected leaders were subsequently elected themselves (for example, John Adams and John Quincy Adams, and Pierre Trudeau and Justin Trudeau) and discuss how these examples differ from hereditary rulers.

For younger groups who may not have as much historical or world studies background, it might be beneficial to open the question to include places in stories and films.

• This History article introduces the idea of hereditary monarchies and how royal succession has functioned at different times. It touches on a number of European monarchies with a focus on succession in Great Britain.
• This Politics video provides an overview of monarchies and how they typically function.
• This Oklahoma Historical Society page offers articles and examples of forms of government.

2. The main plot of The Whipping Boy focuses on two characters going on an adventure together and returning safe yet changed by their experiences. What are some other narratives (in books, movies, television, etc.) that feature this plot structure?

Teaching Suggestion: As students come up with examples, encourage them to compare the breadth of time periods in which these narratives emerge. See if students can identify examples of this type of narrative from ancient times (for example, the myth of Hercules or The Odyssey), and ask them to reflect on why this type of story has been so enduring. Can students identify any structural similarities in how these narratives begin, progress, and conclude? Are any types of characters (for example, girls/women, people of color, etc.) underrepresented in these stories?

For younger students, you could instead focus on the types of obstacles (monsters, natural disasters, etc.) that show up in voyage and return narratives.

For all age groups, it might be beneficial to introduce the theme of Transformation Through Adversity in connection with this question.

• This informative site about the hero’s journey discusses and provides examples of the narrative convention of a protagonist setting off on an adventure.
• This video about Christopher Booker’s theory of the seven basic plots outlines conventions associated with many narratives (including the quest narrative and the voyage and return narrative).

Personal Connection Prompt

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

Have you ever been blamed or held responsible for something you didn’t do? How did it feel? Can you think of a situation in which someone might volunteer to take blame or punishment on behalf of someone else?

Teaching Suggestion: The relationship between Jemmy and Prince Horace initially revolves around Jemmy being punished for the latter’s misdeeds. You might wish to invite students to connect their own emotional responses (anger, resentment, etc.) to Jemmy’s initial dislike of the prince. You could also ask students to recall if they’ve ever experienced someone else being held accountable for their own actions; if so, how did this make them feel? Did they “own up” or take responsibility for the consequences? You could connect these choices to the integrity and sense of moral responsibility that the prince develops over the course of the novel.