The Night Diary

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. During World War II, some countries of the world joined the Allied Nations or the opposing Axis powers. Where did India stand? What, in general, was India’s role in progressing or deescalating the global conflict? Who were key Indian leaders at this time?

Teaching Suggestion: Students may benefit from a brief review of the key forces and players during World War II. The Allied Nations included Great Britain, the United States, and the Soviet Union; the Axis powers included Italy, Germany, and Japan. India and all other countries that were part of the British colonialist empire fell under the Allied Nations alongside Great Britain. If students struggle to come up with facts about India’s role in World War II, some tangential discussion may be helpful along with clarification: To what extent is World War II history Eurocentric? What reasons might be the cause? These and similar resources may offer greater context on the topic.

• TIME Magazine’s “‘You Are Today the One Person in the World Who Can Prevent a War.’ Read Gandhi’s Letter to Hitler” is a description of Indian leader Gandhi’s iconic letter.
• The BBC’s “World War Two: The Forgotten Indian Soldiers of Dunkirk” tells the little-known story of 300 Indian soldiers who helped evacuate Allied troops from Dunkirk, a pivotal moment in World War II history.

2. Hinduism and Islam are two of the largest religions in South Asia. What are the general tenets of each of these religions? How are they similar? In what ways are they different?

Teaching Suggestion: Before beginning a class study of the novel, it may be helpful for students to have a shared understanding of Hindu and Islamic belief systems. In discussion of the major tenets of each religion, students might note their similarities, especially when compared to Western religions. In doing so, they will underscore the point that the division between Hindus and Muslims during partition was a social construction that had little to do with the religions themselves. Discussion of these topics will help to introduce Religious and Cultural Identities Defining the Self.

• This overview of Hinduism from Gettysburg College will provide information for those who aren’t familiar with the religion, and this exhibition guide from the Metropolitan Museum of Art lists and explains “The Five Pillars of Islam.”
• Pew Research Center’s “Religion in India: Tolerance and Segregation” examines the difficult co-existence of Hinduism and Islam over the years. (Teacher-appropriate; not student-facing due to complexity and length)
• The Diplomat’s “The Origins of Hindu-Muslim Conflict in South Asia” discusses the history of the conflict between Hindus and Muslims. (Teacher-appropriate; not student-facing due to complexity and maturity)

Differentiation Suggestion: For students who would benefit from a more visual representation of the differences and similarities between Hinduism and Islam, this video by Nerd Robot, “Hinduism vs. Islam,” is a 12-minute primer that walks through a point-by-point comparison of these two religions. Using graphics and other visuals, this video discusses key beliefs and practices in each religion.

Personal Connection Prompt

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

What feelings arise when you think about the international refugee crisis? If you could advise or ask questions of a political leader or group about the crisis, what would you say?

Teaching Suggestion: This prompt will promote a sense of empathy and a deeper understanding for those, like Nisha, who endure The Negative Effects of Displacement. This prompt may also give students the chance to discuss and consider other modern-day crises that revolve around human displacement—for example, Syrian refugees in Turkey, Lebanon, and Jordan; Ukrainian refugees in Poland, Romania, and Moldova; and Afghan refugees in Iran and Pakistan.

• The Guardian’s “‘Scared for My Life’: Why More Indians are Joining Migrants on Risky Journey to Reach the US” from 2020 describes how anti-Muslim attacks fueled Indian migration. (Teacher-appropriate; not student-facing due to complexity and maturity)
• International Rescue Committee’s “Refugee Facts, Statistics, and FAQs” is a general picture, painted in facts and figures, about the current global refugee crisis.