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Both Balto and Kaasen exhibit the qualities of a great leader. How do the qualities of a lead dog impact the team of sled dogs and its musher? How are these qualities similar to those of a human leader?
Can you identify any similarities and differences between the Nome serum crisis in 1925 and recent historical events? Consider the ways in which the epidemic was handled, the panic it caused, and how people came together to solve it.
How is perseverance demonstrated by those who were not involved in the treacherous Serum Run of 1925? Compare the determination of these individuals to those who braved the Alaskan wilderness using examples from the text.
In what ways would the story look different if Togo had been attributed the way Seppala desired? How would this change emphasize or take away from the story’s themes? Provide support for each theme’s development had Togo also been recognized.
How did the lack of modern technology in the 1920s both lead to the epidemic and create unique challenges for the people of Alaska as they transported the serum in record time? How might this event have unfolded differently today?
In what ways is the Alaskan wilderness an adversary? How does the story exhibit the idea of human versus nature?
Research dog mushers and their teams, focusing on the 1920s practices and regulations. How does this information inform your interpretation of the story and its mushers and dog sled teams? What surprised you in your research and why? Provide at least three sources and discuss how they expanded your view of the sled dogs’ journey.
Why do you think humans and dogs are bonded to one another so strongly? How do the dogs in the story, including Balto, Togo, and the others, exhibit the strength of this bond? What behaviors and thoughts of the humans indicate their connection with the dogs they work with?
Children’s stories often feature animal protagonists. Why might this be? What do children and animals share in common, and what connects them to one another?
Using the Alaska State Archives, locate a resource from the point of view of someone who was living during the time of the Serum Run of 1925 as a primary source. Analyze the resource and how it informs your knowledge of the event and the impact of the animals and individuals involved in the serum’s transport. Cite passages from the text to support your arguments.
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