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Mini-Guide by Chris Roe
What is a Mini-Guide?
Christian Novel Studies is committed to providing literature-based materials with a Christian perspective at affordable prices. The mini-guide’s simple format is inexpensive for CNS to produce and easy for you to use: Put it in a three-ring binder of your choice.
In our family’s decade of homeschooling we used a variety of literature studies. Although our children love reading, they did not enjoy reading and studying a book for six to eight weeks; this dislike of long studies has been confirmed by other parents/teachers. Therefore, another feature of a mini-guide is that the time period for reading a book and completing a guide is approximately two weeks.
Each mini-guide contains vocabulary words and exercises, discussion questions, and a variety of activities. The purpose of a mini-guide is to learn more about a book than is possible from a quick read-through, but to refrain from overanalyzing it so that your child never wants to see the book again (I’ve had this happen several times in our home school). Mini-guides are ideal for use in home educational settings and in Christian schools. The mini-guide for The Gold Cadillac also adds depth to a study of race relations in American history in the 1950s.
Suggestions for Using This Mini-Guide
Since a mini-guide is designed to be used for reading instruction for two weeks*, students should read the material and complete the activities for one section a day (section titles are centered and printed in bold). Suggested library materials and supplies are also printed in bold.
Students will find the answers to the discussion questions in the text; encourage your children to find the specific answers in the chapter, rather than just remember vague ideas. Sometimes the answers found in the Answer Key are possible answers; accept all answers that can be supported by evidence from the book. When a discussion question begins with the word think, the answer must be deducted because the complete answer will not be found in the book.
Throughout the study, students will be describing, making lists, and predicting, so I recommend that each student use a spiral-bound notebook. If more than one student is using this mini-guide, answers to fill-in-the blank exercises should be completed in the notebook. In the Life Application sections students are encouraged to apply concepts presented in the book to their own lives.
In our family we enjoy having an extravaganza day when we complete a unit or a book. Sometimes we dress like people in the time period, prepare and eat foods from the past, play games, do art projects, and/or watch a movie related to the book or time period (if one is available).
We have tried to make this mini-guide as accurate and free of errors as possible. If you find a problem or discrepancy, please contact Christian Novel Studies so future copies can be corrected. If you would like to give feedback about this guide, or suggest other books that would be suitable for mini-guides, please e-mail me (chrisroe@christiannovelstudies.com). — Chris Roe
*This sample mini-guide contains only 7 sections; a regular mini-guide contains
10 sections.
Note: Page numbers in this mini-guide are taken from the Dial Books for Young Readers Hardcover 1987 edition of this book (ISBN #0803703430); the same page numbers are used in the 1998 Puffin Paperback edition (ISBN #0-14-038963-6). The guide has also been created to be easy to use with other editions of the book.
Copyright © 2007 Christian Novel Studies
All rights reserved.
Reproduction permission is restricted to individual teachers who are printing this guide for use with their own students. Reproduction for commercial use or for an entire school or school district is prohibited.
Pre-Reading (PR)/During Reading (DR) Questions and Activities
1. The word migrated means moved to settle in a new area. This word is used in the Author’s Note, which is printed at the end of the book. Read the Author’s Note; complete the activity and answer the questions:
a. Draw a sketch of a big house on a page in your reading notebook. Imagine that this is “the big house on the busy street” that Mildred Taylor’s parents bought in a city in the North. Illustrate what they did with the house during the next nine years. (PR)
b. There is a very short paragraph in the Author’s Note: “I loved those years.” Think: Why did Ms. Taylor create such a short paragraph? Why did she love those years? What kinds of memories does Mildred Taylor have of those years? How has she used the memories? (PR)
c. You learned that Mildred Taylor’s family was originally from Mississippi. Locate this state on a map of the United States. (PR)
2a. Examine the illustration on the front cover. What do you learn from looking at this picture? Locate the state of Ohio on a U.S. map.
b. Find the city of Toledo in Ohio; you will read about this city in the first section of reading. Read the information on the back cover (if your edition contains information on the back cover). (PR)
3. Read the Dedication (it is found on the page after the copyright page). Create a card of appreciation for your mother that begins with the words: To Mother, who has always __________ _______________________________. Fill in the blank with words that are appropriate for your mother. (PR)
4. The first four words of this book are: My sister and I . . . . The word I refers to a girl named ’lois. The words My sister refer to Wilma. Who is telling this story? The Gold Cadillac is written in first person – a person who is involved in the story is telling it. As you are reading, think about the answers to the following questions: What are some benefits of first-person writing? Do you think that this is the best way to tell this story? Explain your answer. After you’ve read the book, you will have a discussion about your thoughts. (DR)
Pages 9-18
(This section ends when Mother said a very loud good night and all was quiet.)
Vocabulary:
You read the definition for the word migrated in the Pre-Reading section. Create an original sentence that contains this word.
Questions:
1. In the Author’s Note you learned that Mildred Taylor’s family purchased a big house. What did you learn about that house in this section of reading?
2. In addition to being angry about the car, about what was Mother angry when they returned from their trip to Detroit? Why was Mother angry about the car?
3. How did the girls address their mother when they call her to come see the car? Think: What is the significance of the words they called her?
4. People believe that the girls’ mother will “come around.” Think: What does it mean to “come around?” Predict: Will she “come around?”
Reading Activities:
1. In the Pre-Reading section, you learned that The Gold Cadillac is written in first person. Writing in third person is also common technique; in third-person writing, a person outside of the story is telling it. How would the writing on the first page of this book differ if it were written in third person?
2. An idiom is a phrase that expresses a meaning that is different from the meanings of the individual words. Wilma and ’lois’ father told their Detroit relatives that he was in the doghouse with their mother about buying the Cadillac. Think: What does the phrase printed in italics mean?
3. Locate the sentence and words that are repeated in the first several pages. What do these repetitions add to the scene?
4. Describe the style of the illustrations. What is the name of the illustrator? Explain how these illustrations add to the effectiveness of this story.
5. Reread the following sentences: “Come on, Mother-Dear!” My father laughed again. Then my mother came out. “You ought to be nice to Daddy.” What do you notice about the capitalization (or lack of it) of the words in italics? Think: What can you conclude?
Related Activity:
All three of the girls’ uncles, one aunt (still holding her baby), and Mr. Pondexter climbed into the car with them (’lois, Wilma, and their father) for the first ride in the gold Cadillac. They drove all through the city of Toledo and then all the way to Detroit. Locate Detroit, Michigan on a U.S. map. What is the distance from Toledo, Ohio to Detroit, Michigan?
Life Application/Bible:
The girls’ father told the neighbors that he “just couldn’t resist” buying the gold Cadillac. Read I Corinthians 10:13. Think: What conclusion can you formulate?
Pages 19-24
(This section begins with the paragraph that starts with the words
“The next day was Sunday . . . .” and ends with the following sentence: “It was his.”)
Vocabulary:
Fill in the blanks with a vowel that is repeated three times: c__r__v__n (pg. 19); the word refers to a group of people traveling together (for safety) through dangerous territory. Add different vowels to the following word: __bj__ct__ __n (pg. 22); the word refers to an expression of opposition or disapproval.
Questions:
1. What did the family usually do on Sunday afternoons? How was this Sunday afternoon different?
2. Why did everybody on the block know about the situation between Father and Mother?
3. People were kidding Father and Mother and laughing. Why did people stop laughing?
4. One of ’lois’ uncles told her father that it was too dangerous to drive the Cadillac into Mississippi. The uncle used a simile (a comparison using the word like or the word as) to make his point. What did he say? Why was it so dangerous?
5. How did ’lois feel about the situation?
Reading Activities:
1. Reread the paragraph that describes the atmosphere in the neighborhood on Sunday evening when the girls’ father took their mother to dinner. Which sentences and phrases help you form a clear mental picture?
2a. Use the information in the paragraph that begins with the words “Though my mother didn’t like the Cadillac” to draw a sketch of the neighborhood.
b. Count how many times the words everybody, people, folks are used in the paragraph you used for the activity in 2a and in the four paragraphs that follow. What does the repetition of these words reveal?
3. Alliteration is the presence of two or more words that begin with the same sound. Alliteration adds rhythm to writing. Fill in the blanks (there are three examples of alliteration in the sentence):
__verybody __lse meant quite a __ew __olks since we lived on a very __usy __lock.
Life Application:
What does your family usually do on Sunday afternoons? If you don’t usually do something together as a family, plan a family activity for a Sunday afternoon. Create a list of possible activities and then choose one or more.
Pages 24-33
Note: On pg. 27, when the family gets to Kentucky, ’lois and Wilma’s father stopped the car. Read to that scene, answer questions 1-3 and complete Reading Activity #1. Then read through pg. 33 and complete the remaining questions and activities.
(The section ends with the sentence that begins:
“But already the police had taken my father away . . . .”)
Vocabulary:
Write the words on the line in alphabetical order: heedful (pg. 26), lynch (pg. 24), lurked (pg. 33).
____________________________________________________________________________________
Use the words from the alphabetical list and the information printed in italics in the sentences printed below; write the correct word in each of the parentheses:
Despite warnings that father could be killed – especially by hanging – for an alleged offense without a legal trial (______________ed), he was tired of always having to be paying careful attention to (_________________) [of] what white folks thought. During the trip to Mississippi, ’lois was afraid of the dark and of the woods and of whatever lay in wait (______________) there.
Questions:
1. Why did Father want to drive the Cadillac to Mississippi?
2. Mother had not yet ridden in the Cadillac. Think: Why did Mother insist on going and on taking the girls?
3. Father then said (emphatically) that he didn’t want them to go. Think: Why didn’t he want them to go? Why did the uncles decide to caravan?
4. What did ’lois suddenly realize as she looked at the grand picnic basket?
5. Give your opinion: Was father speeding? Explain your answer.
6. Why did it bother ’lois that her father slept? Describe how her safe world had changed in a short period of time.
Reading Activities:
1. Create a list of all the food and supplies they packed. Wilma and ’lois were mighty excited because it was like they were going on a grand, grand picnic. When you and your family are packing for a trip, does your mother cook for an entire day and take as much food and supplies as they did? Think: Why did they pack so much food?
2. Explain why ’lois felt as if she were in a foreign land.
Related Activities:
1. Gather the ingredients and follow the directions to make sweet potato pie (pg. 26):
Ingredients: 3 medium sized sweet potatoes or yams, 1 well-beaten egg, 1/4 cup softened butter, 1/4 cup brown sugar, 2 T. white sugar, pinch of salt, 1/8 t. nutmeg, 1 t. cinnamon, 1/8 t. cloves, 2/3 cup milk, 1 t. vanilla, 1 unbaked 9" pie crust
Directions: Cook the sweet potatoes until tender. Allow to cool, then peel and mash. Add spices to the mashed sweet potatoes. Mix together the butter, sugars, and salt; then beat (on medium with an electric mixer) until creamy. Add the potatoes and beat until well mixed. Beat in the egg, then slowly add the milk and vanilla. Mix well. Pour the mixture into the pie crust and bake at 350E 50 to 60 minutes or until the potato mixture is firm. Cool before serving; store in refrigerator.
2. Trace their journey on a U.S. map.
Life Applications:
1. What warning had Father given the girls? Describe how ’lois obeyed the warning. Think: What might have happened if she had spoken? Read Ephesians 6:1-3. What can you learn from this situation and verse?
2. It is not fair that Father was stopped, detained, and given a ticket just because he was a black man driving a nice car. Think: Is life always fair? Explain your answer.
Pages 34-40
(This section ends at the end of the paragraph that begins with the words
“When the week ended . . . .”)
Vocabulary/Bible and Life Application:
Read the definitions for the following words: stupidity (pg. 37) – lacking intelligence
ignorance (pg. 37) – lacking knowledge or awareness. Father said that it [the
problem] had to do with stupidity and ignorance. Think: What was father saying? What is an antonym (an opposite) for each of these words? Read Proverbs 1:1-7. Think: What is the main idea of these verses? How does this passage relate to your
life?
Questions:
1. Why did Father change his mind about driving the Cadillac to Mississippi?2. During the week the family stayed in Mississippi, ’lois often saw her father, “looking deep in thought, walk off alone across the family land.” Think: About what might he have been thinking?
3. What questions did ’lois ask? How did her father answer the questions?
Reading Activities:
1. A fact is something that can be proven; an opinion is a belief or view. After ’lois asked the difficult questions, her father tried to answer them. In the paragraph that contains his answers, locate a fact and find an opinion.
2. Reread the sentences on page 37 that begin with the words I’m hoping one
day . . . . The two sentences contain the idea of the theme (the main idea the author is trying to communicate) of this book. Try to formulate the theme in your own words and then decipher the code:
Code:
a d e f g h I i l m n o p q r
a d e f g h I i l m n o p q r
t u v w y ’ .
t u v w y ’ .
Theme:
I’m hoping one day we will truly
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
have freedom and equality.
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
3. Father announced that he was going to drive the car south into Mississippi. He told ’lois that the law said they could be treated unfairly in the South. Think: Why is the word south capitalized in the second example, but not in the first sentence?
Life Applications:
1. Father decided that he was wrong and changed his plans. Think: What might have happened if he hadn’t changed his plans? What can you learn from this situation?
2. ’lois told her father that she didn’t understand and her father admitted that he didn’t really understand either. Some social situations are very hard to understand. Think: What is a social situation that is hard to understand today?
Pages 40-43
Vocabulary:
’lois stated that they and the family knew the truth about the reason for the car change. Look up the words true and truth in a dictionary. Create an original sentence that contains the word truth. Look up the following verses in the Bible: John 8:32, 14:6, 18:37, Psalms 117:2, 119:30. Think: What can you conclude?
Questions:
1. Think: Why did Mother change her mind?
2. Father finally had permission to keep the car, but he sold it. Explain why he sold it.
Reading Activities:
1. Many antonyms are found in this short section of reading. Locate an antonym for each of the following words and phrase: poor, hold head high, new, ragged, together.
’lois experienced antonymous feelings – FUN FEELINGS and HARD FEELINGS – in the month they had owned the Cadillac. Fill in the blanks in the chart:
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FUN FEELINGS
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HARD FEELINGS
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. . . I wouldn’t soon forget ______________________
______________________________________________
______________________________________________.
I would remember _____________________________
all my life.
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I wouldn’t soon forget either ___________________
____________________________________. I wouldn’t
soon forget _________________________, __________
_______________________, or __________________.
I would remember____________________ all my life.
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2. Another word for conflict is struggle. Conflict/struggle in literature can be internal (a person struggles with something inside himself) or external (a person struggles with another person or with an element of society). Discuss at least two conflicts present in The Gold Cadillac; answer the questions about each type of conflict: Is it internal or external? If it is external, which type is it?
Life Applications:
1. Everybody (pg. 22) in the neighborhood – except Mother – liked the Cadillac. Think: What did it cost Mother to go against the popular opinion? What can you learn from this situation?
2. Father and Mother had conflicting ideas about the gold Cadillac. Describe how the problem was resolved. What can you learn about conflict resolution from their example?
Additional Activities
1. Discuss: Answer the questions from During Reading Activity #4 (about writing in 1st person).
2. Use graph paper to create a review crossword puzzle. You may choose words from the book or use the words printed below. After you’ve created your puzzle and clues, create a blank puzzle; give the blank puzzle and clues to someone who has read the book and see if this person is able to complete the puzzle.
MISSISSIPPI
LURKED
HEEDFUL
DETROIT
CARAVAN
TRUTH
MIGRATED
OBJECTION
TOLEDO
LYNCH
Notes to the teacher:
1) The clues for the words printed above are found in the Answer Key if you want your student to use them. A more challenging way of creating the puzzle is to have your student develop clues of his/her own.
2) Many literature guides contain crossword puzzles; I created The Gold Cadillac with a crossword puzzle, but I’m having a bit of trouble getting it onto this website. If I am successful, two options will be available: Students can create their own puzzle or complete the one that is available.
3. You’ve learned (or reviewed) two capitalization concepts in this study. Use the information you’ve learned to fill in the blanks with the correct word. For part a, choose one of the following words: Mother, mother. In part b, choose one of the following words: North, north, South, south.
a. The girls called for their ______________ to come see the new car because they wanted ______________ to ride in the car. ’lois didn’t understand why her ______________ was being terribly disagreeable.
b. Father’s family lived in the ____________; Father had moved his family _____________.
Father wanted to drive the gold Cadillac from his home in the ____________; he wanted to travel ____________ to visit his family.
4. Locate other books by Mildred D. Taylor – Mississippi Bridge and Roll of Thunder, Hear My Cry – at your local library and read them.
ANSWER KEY
Pre-Reading/During Reading Questions and Activities:
1.a. The sketch could be an open, side-view (like a dollhouse) that shows more than one family living in the house. There should be lots of people around – cousins and aunts/uncles. b. The short paragraph provides emphasis. Mildred Taylor loved the lifestyle: Cousins were always available; there were always people to talk to and activities to be involved in. She has memories of fun things and the people she did them with: caravanning to the park where the men shined their cars and the women spread a picnic and chatted and the children played, traveling to nearby cities to visit or watch a baseball game, taking longer trips. 2. Hardcover Dial Edition: This story appears to involve a man and two girls (probably his daughters). A gold Cadillac is also prominent in the story. There is an Ohio license plate on the car; the date on the license plate is 1950. Puffin Paperback Edition: Two girls are standing in front of a gold Cadillac. It appears that the girl on the left is older (Wilma) and ’lois is dressed in pink. It is difficult to read the information on the license plate on this edition, but if one looks closely you can see that it says 1950 Ohio. 4. ’lois is telling the story. In first-person writing readers get an excellent view of the story from one person’s perspective, so it is an excellent way for this story to be told. Some stories are best told in first-person while others benefit from the third-person perspective (this is when a narrator tells the story).
Pages 9-18:
VOCABULARY: Sample sentence: Some black people migrated from the South to other areas of the country.
QUESTIONS: 1. The house was a duplex; there were a number of apartments in it.
2. Mother was angry because they had been gone so long. She was angry because they were supposed to be saving for a house. 3. The girls called their mother Mother-Dear. These are the words Mildred Taylor used in the Dedication; she called her mother Mother-Dear. 4. “Come around” means to change your mind. Answers to the prediction part of this question will vary.
READING ACTIVITIES: 1. Third person: Note: Only sentences that needed to be changed are included: Wilma and ’lois were playing out on the front lawn when the gold Cadillac rolled up and their father stepped from behind the wheel. They ran to him, their eyes filled with wonder. “Daddy, whose Cadillac?” ’lois asked. Their father grinned. “Is it ours?” ’lois cried.
2. Mother was mad at Father.
3. Repetitions: The word ran (also the word running and the word raced – a synonym for running), the word through, the sentence “We got us a Cadillac!”, the word gold, and the words ours, come, hurry. The repetitions add a sense of excitement and awe to the scene.
4. The illustrations are not colored; they are done in shades of white, tan, and brown. The name of the illustrator is Michael Hays. They add a wonderful visual element to this story: The excitement of the girls is portrayed in the picture on pg. 10 (with Father and the car in the background). A large mother facing the family and neighbors in the next picture is an effective illustration of what was happening in the story. 5. When the word my (or your, her, his, their) precedes the word mother or father, the first letter of the word mother or father is not capitalized. But when the word Mother or Father could be replaced by a name, the first letter is capitalized.
RELATED ACTIVITY: It is about 60 miles from Toledo to Detroit.
LIFE APPLICATION/BIBLE: As Christians, we can resist all temptations with God’s help.
Pages 19-24:
VOCABULARY: caravan, objection
QUESTIONS: 1. The family usually went for a ride in their car. On this Sunday afternoon, the girls’ mother refused to ride anywhere. 2. Everybody on the block knew everybody else, so most folks knew Mother wouldn’t ride in the Cadillac. 3. Father said he was going to drive the car south into Mississippi to visit his parents. 4. The uncle said that it was like putting a loaded gun to his head. In 1950, there was not much those folks hated more than to see a northern Negro coming down there in a fine car. 5. ’lois didn’t understand why they didn’t want her father to drive the gold Cadillac south – it was his!
READING ACTIVITIES: 1. Phrases: chasing fireflies in the backyard, soft summer’s evening. Sentences: My aunts and uncles sat in the yard and on the porch, talking and laughing about the day and watching us. The smell of charcoal and of barbecue drifting from up the block, the sound of laughter and music and talk drifting from yard to yard were all a part of it.
2b. The people in the community were very close. I counted 14 words.
3. Everybody else meant quite a few folks since we lived on a very busy block.
PAGES 24-33:
VOCABULARY: Alphabetical order: heedful, lurked, lynch
In sentences: lynch, heedful, lurked
QUESTIONS: 1. Father felt that he should be able to do what he wanted with the car that he owned. He was tired of being heedful of what white folks thought. 2. I think that mother thought it would be safer for a family to be traveling than for a lone black man. 3. I think that father was concerned with his family’s safety. The uncles thought it would be safer to travel together. 4. The food wasn’t just for fun – it was necessary. 5. I don’t think Father was speeding; I think that the policemen made up the charges because they wanted to harass him. 6. ’lois was afraid. Her father and uncles had always kept her safe but her father had been taken and her uncles were lost. The safety ’lois had always felt in her neighborhood and in her family had been ripped away by the experience with her father, the loss of her uncles, and the signs.
READING ACTIVITIES: 1. Food: fried chicken, baked hams, cakes, sweet potato pies, potato salad, punch, coffee. The adults knew they wouldn’t be able to eat in the restaurants.
2. ’lois saw many signs that she didn’t like; the signs proclaimed: WHITE ONLY, COLORED NOT ALLOWED.
LIFE APPLICATIONS: 1. Father warned the girls that they shouldn’t speak when white people were around. ’lois kept quiet even though she didn’t understand (and wanted to ask) why the policemen searched Father, called him a liar, and didn’t believe that the Cadillac was his. The policemen would probably have gotten mad and the family would have been in more trouble than they were in. It is important to obey parents even when it is hard to understand the reasoning behind their order. 2. No, life isn’t always fair. God never gives any assurances about “fairness.” Jesus died for our sins even though he was sinless; this was one of the most “unfair” situations that has ever occurred.
PAGES 34-39:
VOCABULARY/BIBLE and LIFE APPLICATION: The root of this unfair treatment of black people was in stupidity and ignorance. Antonyms: stupidity – wisdom, ignorance – knowledge. The fear of God is the beginning of knowledge. Fearing God (and listening to what His Word says) will help us to have true knowledge. Then our beliefs and behavior will not change as society’s ideas change.
QUESTIONS: 1. Father felt that it wasn’t worth the risk to his family to continue.
2. Some thoughts and questions he may have pondered: Why does life have to be this way? How can I protect my family from this hatred? I wish black people would truly have freedom and equality. 3. Questions: Why did the policemen treat you that way? Why didn’t people want us to eat in the restaurants or drink from the water fountains or sleep in the hotels? Father said that he didn’t really understand either, but he mentioned four things that contributed: slavery, colored skin, stupidity/ignorance, and the law.
READING ACTIVITIES: 1. Fact: Black people had once been forced to be slaves. Opinion: Folks thought the same as many folks did in the South (that black people were inferior).
2. I’m hoping one day we will truly have freedom and equality.
3. When the word south (and other words like east, north, west) is used to indicate direction, it is not capitalized. When a word like North is used to refer to a region or an area, however, it is capitalized.
LIFE APPLICATIONS: 1. Family members could have been hurt or killed. 2. Abortion is hard to understand.
PAGES 40-43:
VOCABULARY: True: in accordance with reality or fact. Truth: the quality or state of being true. The Bible presents truth. The idea of truth is very important to God and in Christianity.
QUESTIONS: 1. I think she realized how much the car meant to her husband.
2. Father realized that family unity is more important than any material item.
READING ACTIVITIES: 1. Poor – rich, hold head high – embarrassment, new – old, ragged – fine, together – apart. Fun Feelings: I wouldn’t soon forget the car’s splendor or how I’d felt riding around inside it. I would remember the gold Cadillac all my life. Hard Feelings: I wouldn’t soon forget either the ride we had taken south in it. I wouldn’t soon forget the signs, the policemen, or my fear. I would remember that ride all my life.
2. Possible answers: Mother’s struggle with Father – external (person vs. person). Father’s struggle with the danger of driving the Cadillac south – external (person vs. society).
LIFE APPLICATIONS: 1. People thought Mother was foolish and they made fun of her. Also, she lost time with her family. If we stand up for what we believe in, people may make fun of us and/or they may not understand us (even people who are close to us). 2. Mother came to understand how much the car meant to her husband, so she changed her mind. Father realized that family unity was more important than a material item. They both had a change of heart that resulted in a change in their behavior. It is beneficial to look at a situation from another’s point of view.
ADDITIONAL ACTIVITIES:
2. The answers to the crossword puzzle are printed below:
the state in which Father's relatives lived
lay in wait
paying careful attention to
the city they drove to on their day trip
a group of people traveling together (for safety) through dangerous territory
the quality or state of being true
moved to settle in a new area
expression of opposition or disapproval
the city in which 'lois lived
kill -- especially by hanging -- for an alleged offense, without a legal trial
3a. mother, Mother, mother b. South, north, North, south
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