Willa's New World Study Guide - Coteau Books

Study Guide

Willa’s 

NEW WORLD 

Barbara Demersr 

A Novel Study Guide 

by Glen Huser and Dave Glaze 

WWW.COTEAUBOOKS.COM

© Coteau Books, 2007. 

Teachers have permission from the author and publisher to make copies of 

this guide for personal classroom use, personal reference, and student use. 

Cover painting by Dawn Pearcey. 

Cover design by Duncan Campbell. 

Study Guide design by Karen Steadman. 

2517 Victoria Ave. 

Regina, Saskatchewan 

Canada s4p 0t2 

The publisher gratefully acknowledges the financial assistance of the 

Saskatchewan Arts Board, the Canada Council for the Arts, the Cultural 

Industries Development Fund of Saskatchewan Culture, Youth and 

Recreation, the Government of Canada through the Book Publishing 

Industry Development Program (bpidp), and the City of Regina Arts 

Commission, for its publishing program.

Table Of Contents 

About the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .i 

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 

A Message from the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 

Organization of This Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 

Objectives and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 

Common Essential Learnings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 

London, May, 1795 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 

Flying Moon: August, When the Young Birds Fly . . . . . . . . . . . . . . . . . . . . . . . . . . .12 

Otisehcikewiyinow – Trader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 

Miki Siw – Big Eagle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 

Posihtâsohwiniw – Boatman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 

Shedding Moon: September, When the Deer Shed their Horns; Takwâkin – Fall . . . .16 

Âyimipayiwin – He Gets Him into Trouble; Rutting Moon: October, . . . . . . . . . . . . . . 

When the Deer are Rutting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 

Sehkos – Weasel; Sîkisowin – Fear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 

Frost Moon: November, When the Rivers Freeze Over; Short Day Moon: . . . . . . . . . . 

December, When Days are Short and Nights Long; Cold Moon: January, . . . . . . . 

When the Severe Cold Sets In; Old Moon: February, When the Winter is . . . . . . . . 

Old and the Days Grow Longer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 

Eagle Moon: March, When the Eagles Appear; Goose Moon: April, When . . . . . . . . . . 

the Grey Geese Appear; Frog Moon: May, When the Frogs Croak; Egg . . . . . . . . . 

Moon: June, When the Birds Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 

Moon; Moulting Moon: July, When the Birds Moult their Feathers . . . . . . . . . . . . . .29 

Kiskino Humakewiskwew – Teacher; Mâkwa – Loon; Ôsih – Canoe; Flying . . . . . . . . . 

Moon: August, When the Young Birds Fly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 

Shedding Moon: September, When the Deer Shed Their Horns; Tipiskâw – . . . . . . . . . 

Night; Amelia; Pahkekinweskisin – Moccasin . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 

Omisimiw – Older Sister; Misiwâpos, Tipiskâw pîsim – Hare and Moon; . . . . . . . . . . . . 

Amiskwaciwâskahikan – Edmonton House . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 

Concluding Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 

About Coteau Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

About the Author 

Barbara Demers was born in Edmonton, received a ba from the University of Saskatchewan and 

now lives in Edmonton. 

She has a keen interest in Canadian History and its many stories.

Introduction 

Plot Summary 

In 1795, a fifteen-year-old orphan from London, England, is put aboard a ship bound for York 

Factory, a trading post on the western shore of Hudson’s Bay. Her story is told in the form of a 

journal. When she arrives in the New World, she outwits the unsavoury characters Digger and Dyer 

and convinces Master George, the head of the trading post, to hire her as a clerk. Happy to have a 

clerk who can read and write, Master George takes Willa under his wing. Befriended by Amelia, a 

young First Nations woman who serves as the company’s cook, Willa begins to fit into the life at 

the fort. She starts to understand the roles of the various European and First Nations people who 

have a hand in the fur trade. When Master George proposes marriage, Willa chooses to pursue her 

adventure in the Canadian interior. During a four-month trek to the western plains with a First 

Nations family, she learns much about Aboriginal customs and survival. Her journey ends at 

Edmonton House, the site of the current city of Edmonton, on the Saskatchewan River. 

A Message From the Author 

In Willa’s New World the characters are fictional. There was a man named George in charge of York 

Factory then, but the similarity ends there. On the other hand, in this story many of the events and 

circumstances surrounding the characters are true. 

For instance, York Factory really was a Hudson’s Bay Company trading post first built in 1684. 

The climate, animals and vegetation are all drawn from books I have read. The kinds of life and 

events described did occur – the cold, dark winters, the long trips via rivers and land, the relationships 

between First Peoples and Europeans – were typical. The supply ships arrived and left at the 

approximate times stated in the book. York Factory began building York boats and trading posts 

inland in order to compete with others who were making inroads on the Hudson’s Bay Company 

profits. Edmonton House (or Fort Edmonton) was built in 1795. 

There were Home Guard Cree who lived and worked in and around York Factory. They and 

other First Peoples groups acted as liaisons between and among different bands. They also taught 

the Europeans survival techniques and geography, and provided most of the food, wood, clothing 

and other necessities of life to those who lived at York Factory. They were, therefore, responsible for 

the many duties I have mentioned. 

Of course, First Peoples were an integral part of the fur trade everywhere, not just at York 

Factory or with the Hudson’s Bay Company. Without their knowledge, Europeans could neither 

have survived nor been able to profit from furs. Trading of goods and information among First 

Peoples was common and extensive. 

One perhaps lesser known fact is the important role First Peoples women played not only in the 

fur trade but also in their own societies. Women were seen as physically very strong. They had great 

endurance, and carried most of the heavy loads. They were able to travel long distances, often with 

little food to sustain them. The women gathered and prepared the foood, made the clothing, bore 

and looked after the children and served as guides, hard labourers and interpreters on journeys. 

© Coteau Books, 2007. Teachers have permission from the author and publisher to make copies 

of this guide for personal classroom use, personal reference, and student use. 

Willa’s New World 

1

There are stories about women who were outstanding interpreters, guides and diplomats in addition 

to their many other resposibilities. Therefore, while Amelia’s family and their work as healers, 

guides, information couriers and traders are fictional, their skills are drawn from what I have read. 

Organization of the Guide 

Within this guide you will find a variety of activities intended to help readers appreciate and understand 

the novel, Willa’s New World. Literary qualities are considered, comprehension is examined 

and connections to readers’ real lives are pursued. Each teacher using this guide will be able to 

choose the activities that best suit the needs of her or his students. We encourage you to add other 

activities as well. 

In addition, many school divisions provide descriptions of instructional strategies on their Web 

sites. These strategies can be used to enhance the activities outlined in this guide. Many of the 

descriptions include links to Web sites with more information. The Saskatoon Public School 

Division Online Learning Centre can be found at: http://olc.spsd.sk.ca/DE/PD/intr/index.html. 

Four categories of responses are offered for each chapter or groups of chapters: Preparing to Read, 

After the Reading, Extending the Reading, and Thinking About the Writing. 

Preparing to Read 

The first part of the study of each chapter has activities that require class discussion and personal 

reflection. Students may be asked to make predictions. These activities are intended to help the students 

anticipate the coming chapter. 

After the Reading 

Questions for each chapter target points essential to plot and character development. Add other 

questions of your own. Encourage students to develop questions about the reading that their classmates 

could answer. 

Extending the Reading 

From the selection of activities in this section, choose some which will add to students’ enjoyment 

of the reading and involve them actively in what they’ve read. You will find suggested topics for 

small research projects following many of the chapters. You can assign these, and others you or your 

students think of, as you read the book or when you have completed the novel. 

Thinking About the Writing 

These activities will help students to develop their knowledge and skills of the various elements of 

writing a story. Choose from activities focusing on character development, the role of setting, point 

of view, plot development, imagery and theme development. 

2 Willa’s New World 

© Coteau Books, 2007. Teachers have permission from the author and publisher to make copies of 

this guide for personal classroom use, personal reference, and student use.

Objectives and Assessment 

Students in Grades Six to Nine will enjoy reading this novel or having it read to them. For the purposes 

of this guide, information is taken from the Grade Eight section of the curriculum. Willa’s 

New World could be read as part of the Adventure and Adventurers Grade Eight Unit. 

The Grade Eight Objectives for the six strands of Listening, Speaking, Reading, Writing, 

Viewing, and Representing can be found in A Curriculum Guide for the Middle Level (Grades 6-9), 

June 2006. http://www.sasked.gov.sk.ca/branches/curr/pdf/ela_guide_6to9.pdf. 

Information on Assessment, Evaluation and Reporting can be found in this publication as well. 

The Saskatchewan Learning publication “Rubrics: When? Why? How?” can be found at: 

http://sasked.gov.sk.ca/branches/aar/afl/docs/assessment_support/rubrics.pdf. Rubrics provide one 

method for formative evaluation. The concluding activities activities in this novel study that measure 

your students’ learning can become part of your summative evaluation. 

Common Essential Learnings 

The six categories of the Common Essential Learnings (Communication, Numeracy, Critical and 

Creative Thinking, Technological Literacy, Personal and Social Values and Skills, and Independent 

Learning) overlap and are interrelated. However, for the purposes of this study, the main cels developed 

are Communication, Critical and Creative Thinking, Personal Social Values and Skills, and 

Independent Learning. The handbook on cels can be accessed at http://www.sasked. 

gov.sk.ca/docs/policy/cels/index.html. 

Resources 

These are the main online resources. Internet searches will locate others. 

York Factory: 

� http://www.hbc.com/hbcheritage/history/places/forts/york.asp 

� http://www.pc.gc.ca/lhn-nhs/mb/yorkfactory/index_E.asp 

Fort Edmonton: 

� http://www.albertasource.ca/methodist/The_Missions/Fort_Edmonton.htm 

� http://www.epl.ca/edmontonacitycalledhome/EPLEdmontonCityCalledStory 

Chapter.cfm?id=113 

� Hudson’s Bay Company Archives, with historical information on company people, forts, 

transportation, social history and more: http://www.hbc.com/hbcheritage/history/ 

� Maps of trade routes, aboriginal occupation and more: http://www.alberta 

source.ca/methodist /Maps/Maps.htm 




3

Some picture books based on a cycle of monthly moons: 

� An Algonquian year: the year according to the full moon written and illustrated by 

Michael McCurdy. Houghton Mifflin, 2000. 

� Moonstick: the seasons of the Sioux by Eve Bunting, illustrated by John Sandford. 

Harper Collins, 1997. 

� Seasons of the circle: a Native American year by Joseph Bruchac, illustrated by Robert 

F. Goetzl. BridgeWater, 2002. 

� Thirteen moons on turtle’s back: a Native American year of moons by Joseph Bruchac, 

illustrated by Jonathan London. Putnam and Grosset, 1997. 

� When the moon is full by Penny Pollock, illustrated by Mary Azarian. Little, Brown, 

2001. 


© Coteau Books, 2007. Teachers have permission from the author and publisher to make copies of 

this guide for personal classroom use, personal reference, and student use.

London, May, 1795 

(Pages 1–9) 

Summary 

Willa’s great-uncle Joseph Thompson bribes a ship’s captain to take her to York Factory, a 

Hudson’s Bay Company trading post. Her parents and brother have died and her great-uncle 

doesn’t want to care for her. The journey takes many weeks. 


� Reading Illustrations. Have students examine the cover illustration. What can you 

tell about the two women on the cover? Where are they? What is the title of the book? 

What can you predict about the story? Examine the illustrations found at the beginning 

of some chapters. What additional information do they give you about the 

story? 

� This story begins on a ship’s wharf in London, England in 1795. Willa, a fifteen-yearold 

girl is about to be sent far away by her great-uncle. Why do you think she is being 

abandoned? What do you think the uncle has planned for her? 


� What has happened to Willa’s family? 

� Why have her dresses been burned? 

� What are some kind or critical things you could say about Willa’s uncle? 


� Reading Response Journal. If you were Willa, what thoughts and feelings would you 

experience on the ship’s journey? There is information on the use and assessment of 

Reading Response Journals on the following pages. 

� Mapping. Using an atlas or a wall map, trace the route the ship probably took to get 

from London, England, to York Factory. Why was that a good route for sailing vessels? 

� Research: sailing ships of this time period; bubonic plague; icebergs; Hudson’s Bay 

Company. 

� Vocabulary. Ideas for studying new vocabulary are provided on the following pages. 




5


� Description. How is the author able to describe life on the ship? What are some 

words she uses? 

� Character Development. Using a character development chart, record character traits 

and the evidence for them. This activity will help students to understand the complexity 

of each character and to keep track of how each character changes over the 

course of the novel. It also helps students compare characters to one another. Sample 

charts are given on the following pages. At the end of this chapter, have students start 

to record character traits they see in Willa. 



of this guide for personal classroom use, personal reference, and student use.

Reading Response Journals 

Response journals require the students to write about their responses to reading a book or listening 

to a story. This strategy encourages students to think deeply about the materials they read and to 

relate this information to their prior knowledge and experiences. This interaction between reader 

and text extends the reading experience into the “real life” application of information. Response 

Journals allow students to reflect on and raise questions about a text. These journals are especially 

valuable for promoting opinion making, value judgments and critical thinking. You may want the 

students to have a separate notebook for this activity. If the students have not used a Reading 

Response Journal before, you may want to demonstrate its use. You also may want to explain how 

a rubric will be used to assess the journal. 

The Online Learning Centre of the Saskatoon Public School Division has many suggestions and 

templates for using and assessing response journals. These can be accessed from: 

http://olc.spsd.sk.ca/DE/PD/instr/strats/responsejournal/index.html. 

Below are some generic suggestions for initiating Reading Response Journal entries. 

Alternatively, use the response stems, suggested at the end of each chapter or group of chapters, that 

are specific to what has been read. 

Reading Response Journal Starters 

I think... 

I wonder... 

I know... 

I predict... 

I suspect... 

I admire... 

I like... 

I don’t like... 

I feel... 

I was surprised... 

I noticed that... 

It’s hard to believe... 

If I had been there, I would have... 

I don’t understand... 

My question is... 

This is similar to ... 



The part about ________ reminds me of... 

In this chapter, the main event (action) is... 

In this chapter, the main character is... 

My favourite part is when... 

The most exciting part is_________ because... 

A part I find confusing is... 

I would change... 

I am most like the character______because... 

An interesting word is... 

I thought it was funny when... 

The part that makes a real picture in my mind 

is... 


7

Reading Response Journal Assessment 

Student Date 

Key 

1 = weak, undeveloped 

2 = fair, partly developed 

3 = acceptable, adequately developed 

4 = good, well developed 

5 = strong, fully developed5 = strong, fully developed 

Full responses are given 

(evidence, reasons, examples) 

Responses show an understanding of the story 

(comprehension, details) 

Responses show personal connections to the story 

(like, dislike, question) 

Responses show literary awareness 

(characters, setting, plot) 

Responses show an understanding of critical thinking 

(use of humour, what would happen if...) 

Comments: 


5 4 3 2 1 



Vocabulary Study 

Students can record the vocabulary used by author Barbara Demers to give a flavour of the eighteenth 

century new world setting. This could be done in the Reading Response Journal or on a wall 

chart. Students could create categories such as the following to help understand the new words. 

Other exercises could be assigned to facilitate learning the correct spelling. 

� Old words and phrases: travails, God’s blood... 

� Strong adjectives and adverbs: meagre, heedlessly... 

� Strong verbs: slackened, lurch... 

� Geographic locations: Orkney, Norway House... 

� Household objects: flagon, pallet... 

� Clothing: sash, tunic... 

� Food: pemmican, bannock... 

� Construction features: palisade, bastion... 

� Seafaring terms: fathom, becalmed... 

� Weapons and tools: muskets, hatchet... 

� Trade goods: tobacco, parchment beaver... 

� Plants: lichen, coneplant... 

� Animals: caribou, ptarmigans... 




9

Character’s Name 



Look for words that tell about your 

character. Hints: 

How does the character look? 

How does s/he act? 

How do others react to him/her? 












Page: 

Evidence: 

Page: 

Evidence: 

Page: 

Evidence: 

Page: 

Evidence: 

Page: 

Evidence: 

Page: 

Evidence: 

Page: 

Evidence: 

Page: 

Evidence: 

Page: 

Evidence: 

Page: 

Evidence: 

Page: 

Evidence: 

Page: 

Evidence: 

Page: 

Evidence: 

Page: 

Evidence: 

Page: 

Evidence: 



Character Development Chart 

Name of Character 

Character Trait Evidence for this Trait Page 




11

Flying Moon: August, 

When the Young Birds Fly 

(Pages 10 - 28) 

Summary 

The ship arrives at its anchoring spot, Five Fathom Hole, in August, 1795. Before she can get her 

bearings, Willa is kidnapped by Digger, a thief who works for the company and for Dyer, the 

company surgeon. Willa travels in Digger’s cart to a rendezvous with Dyer. The following day they 

take the cart to York Factory where Willa is forced to trade stolen goods. She meets Master George, 

the Chief Factor of the post. 


� What do you think Willa will find when she gets off the ship? 

� If you were Willa, what kind of person would you be looking for when you arrived? 

� Who would you try to avoid? 


� Describe the scene that greets Willa. 

� How does she get from the ship to York Factory? 

� Why are Digger and Dyer around when the ship docks? How does the author let you 

know these are bad characters? 


� Reading Response Journal. What do you think Willa is thinking while she’s under the 

control of Digger? If she doesn’t know anyone at York Factory, how will she escape 

from Digger? 

� Research: York Factory, especially around the year 1800. 


� Character Development. Of the people you met in this chapter, who do think will 

be important to the story? Begin Character charts for Digger, Dyer and Master 

George. 

� Character Development. How does Willa feel when she is kidnapped and forced to 

work for Digger? What ways does the author use to help readers know what is going 

on inside Willa’s head? 




OTISEHCIKEWIYINOW – Trader 

(Pages 29–48) 

Summary 

Willa trades Digger’s goods and bravely asks Master George for a job. When he finds out she 

can read, he hires her. She takes Digger’s tokens to his empty cart and begins work immediately. 

When the work is done, Willa meets Amelia, the Cree cook. 


� Willa wants to get away from Digger’s control. How will she do that? What sort of 

work could she do at the trading post? 


� What does Willa learn from Master George about the people in and around the fort? 

� Describe the work that Willa did her first day. How do you know if Master George 

was happy with her work? 

� Why is Willa to be called “Will”? 


� Reading Response Journal. Willa’s future looks more secure than it did when she first 

came off the ship. What are some dangers that persist? 

� Research: rubaboo, pemmican, bannock. 


� Character Development. Add to the Character Development charts as needed. 

� Vocabulary. Add to the chart as needed. 

� Conflict. Willa is relieved to not see Digger when she takes his tokens back to his 

cart. What would have happened if he had caught her outside the post? Write a scene 

to describe this. Use lots of dialogue. 




13

Miki Siw – Big Eagle 

(Pages 49–68) 

Summary 

Before the post opens for business the next day, Willa learns which furs are valuable and the 

goods that are exchanged for them. Willa sees Miki Siw, Amelia’s brother and a friend to Master 

George. Willa asks Amelia about Digger and Dyer. When Amelia realizes whom Willa is describing, 

she tells Willa to avoid Dyer. He has killed a First Nations person, Amelia explains. 


� What other jobs do you think a clerk would do in a trading post? 

� Both Master George and Amelia warn Willa about people she should avoid because 

they could be dangerous. Keep track of who these people are. 


� What were some of the items that Willa helped Master George unpack? Which ones 

please him and which ones made him angry? Why? 

� Who does Master George say is his competition in trading with the First Nations 

people? 


� Reading Response Journal. Willa is worried that she might be charged with stealing 

because she helped Digger. Did she do the right thing or not? Explain. 

� First Nations people and early Europeans. Master George says that Miki Siw has 

saved his life many times when he was travelling outside the post. In what ways could 

Miki Siw have helped him? 

� Research: traditional Cree (or another First Nations’) customs about the care of the 

body of a deceased person. 

� Gender roles. How would you describe Master George’s views on the roles of men 

and women in the fur trade? What evidence is there for his opinions? 







POSIHTÂSOHWINIW – Boatman 

(Pages 69–82) 

Summary 

Master George shows Willa the boathouse where York boats are built. He explains the importance 

of these boats. When Willa asks about Digger and Dyer, he tells her the former is a 

gravedigger and a servant to the latter. Dyer is a company surgeon but someone she should avoid. 


� What are some of the things that Master George has explained about York Factory? 

What else does Willa need to know? 


� Amelia did not like Willa wearing the old coat given to her by her great-uncle. 

Explain what Amelia’s reaction was. What did she think the coat could be used for? 

� Master George looks at Willa’s old clothes and says, “You didn’t trade for them, did 

you? No, don’t tell me. I don’t want to know.” Why does he say he doesn’t want to 

know? It sounds like Master George has a sense of humour. Are there other places in 

this chapter or previous chapters where he reveals a sense of humour? 


� Reading Response Journal. Willa has again been warned about Digger and Dyer. If 

you were her, what would you be feeling about these men? If they both live around 

York Factory, she is bound to see them again. What should she do if she encounters 

them? How can she protect herself? 

� Research: York boats; important furs in the fur trade. 

� Mapping. Using the details from this and previous chapters, the Hudson’s Bay company 

archives and Parks Canada, create a map or plan of York Factory at the time of 

this story. Alternately, draw a picture illustrating the post. 


� Conflict. Conflict is important in a story. Which people or places could possibly be 

in conflict with Willa? How does the author create the conflict for someone reading 

the story? 

� Point of view. This story is told as Willa’s journal so it is her point of view. Think 

about Digger and how he has been presented. Imagine you are Digger. You have been 

misrepresented. Write a few passages in Digger’s journal where he tells about his experiences 

with the girl, Willa, his boss, Dyer, and other people around York Factory. 






15

Shedding Moon: September, 

When the Deer Shed their Horns 

(Pages 83–94) 

TAKWÂKIN – Fall 

(Pages 95–115) 

Summary 

The supply ship leaves Five Fathom Hole for the return trip to London. Life at York Factory 

becomes more relaxed. When Digger and Dyer show up for a meal, Master George insists that 

Willa sit with him at their table. Master George makes it clear that Willa is under his protection. 

When Master George offers Willa a five-year contract with the company, she accepts. She will still 

be known as Will. 

Willa and Amelia tell each other about their families. Both have reasons to be sad. Amelia takes 

Willa outside the fort to gather plants for their food. Willa meets Amelia’s friend Saskwatoomina 

who tells Willa more about life outside the fort. Amelia’s cousin Kino Sesis appears. He wants to 

talk with Amelia but isn’t friendly toward Willa. 


� Digger and Dyer return to York Factory. How will Willa react to seeing them? Will 

Master George do anything? 

� If Willa wants to leave the post, who will she go with? What could be a reason for 

going into the surrounding area? 


� Who are the Home Guard? What is their role at York Factory? What questions do 

you have about the Home Guard? 

� What do we learn about Willa’s family? How would you describe Willa’s feelings 

about her life? 

� Amelia obviously doesn’t like living at the post. Why is she there? What problems has 

her decision to be there caused her? 

� Does Willa feel welcome among Amelia’s people? Should she? 

� Do you agree with Amelia when she says that women are stronger than men? How 

much is a woman’s strength determined by the culture in which she lives? 

� Who is Kino Sesis? There has been a disagreement between him and Amelia. What 

might the disagreement have been about? 





� Reading Response Journal. From Amelia we learn the story of how her cousin Kino 

Sesis (Small Fish) got his name from an event in his childhood. If you were to take a 

name from an event in your life so far, what would that name be? Tell the story of 

the event. 

� The Cycle of Moons. Many of the chapters in this book are the names given to different 

months of the year. Use the picture books listed on the Resources page of the 

Before You Read section of this Guide or similar books or stories to study the names 

of different moons. What do the names of the moons describe? What names would 

you give to twelve moons in a yearly cycle? Students could create a book illustrated 

with their cycle of moons. 

� Cultural Differences. Some of the cultural differences between Willa (a young 

European woman) and Amelia (a First Nations woman) are becoming apparent. 

With your students create a chart with a variety of categories (eg. Family, Clothing, 

Outside the Post, Inside the Post, Roles of Women) with space to enter details about 

both characters. Have your students begin to fill in the chart to show some of the differences 

seen to this point in the story. 

� Research: First Nations quill work; edible and medicinal plants native to northern 

Manitoba; Home Guard. 

� Field Guide. Outside the post, Amelia introduces Willa to many plants her people 

use for food and medicines. Mention is also made of some of the animals of the 

region. In the chapter, Sehkos-Weasel, Master George gives Willa journals in which 

to draw the plants. She adds drawings during her later travels. Instruct students to 

keep track of these plants and animals in their Reading Response Journal or on a wall 

chart. Once enough names have been recorded, instruct the students to choose a 

plant or animal and complete a sheet such as the ones on the following pages. These 

sheets can be compiled into a field guide. 







17

Plant 

Common name of plant: 

Scientific name: 

Name in Cree: 

Type of Plant: 

Appearance: 

Stages of growth: 

Habitat: 

Best conditions for growth: 

Uses in nature’s cycle; and to people: 




Animal 

Common name of animal: 

Scientific name: 

Name in Cree: 

Type of animal: 

Appearance: 

Appearance of young: 

Care of young: 

Habitat: 

Food 

Value of the animal in nature’s cycle; and to people: 




19

ÂYIMIPAYIWIN – He Gets Him into Trouble 

(Pages 116–129) 

Rutting Moon: October, When the Deer are 

Rutting 

(Pages 130–133) 

Summary 

Master George and Willa come upon a group of employees holding Kino Sesis, who is seriously 

injured. Amelia’s cousin had snuck into the fort and was hurt in a fight with Digger. 

He accused Digger of stealing something of his but the employees disregard that. Willa runs to get 

Amelia to treat Kino Sesis’s wounds. Later, Amelia leaves the post. Master George tells Willa that 

Kino Sesis was beaten by the men and has escaped. When Amelia hasn’t returned the next morning, 

Willa tells George that Amelia is sick. Willa makes the men’s breakfast. 

Three days later Willa and Master George find Digger in the kitchen. His wound is not healing 

and he is in pain. He doesn’t want any treatment offered by Dyer or Amelia. 


� Kino Sesis has come to the post to get back something precious to him that he says 

was stolen by an employee. In the following two chapters, pay attention to what was 

stolen, who Kino Sesis thinks took it and what the consequences are. 


� What does Kino Sesis say was stolen by Digger? What was Digger’s response? How 

did Master George handle the dispute? Who do the employees believe? Who do you 

believe? Why? 

� How does Willa protect her friend Amelia? Do you think that was the right thing to 

do? Why? 

� What treatments have Dyer and Amelia offered Digger? Why has he refused them? 


� Reader Response Journal. Willa has to prepare breakfast unassisted. Tell of a time in 

your life when you suddenly had to take on a task normally done by others. Did it 

go smoothly, or were there some problems? What was the end result? 

� Research: Doctors’ remedies in the time around 1800. 

� Field Guide. Continue recording important native plants. 





� Suspense. Kino Sesis and Digger are both injured in a dispute. How does the author 

build suspense over what was stolen, by whom and why? 

� Description. On pages 130 to 133, we read a detailed description of Digger and we 

learn he will probably die soon. What words does the author use to describe Digger 

and his wound? Write a description of someone experiencing a tense, emotional situation. 

E.g. fear, delight, hunger. Include the senses of sight, smell, taste, touch and 

sound. 

� Character Development. Continue the chart that compares Willa and Amelia. 




21

SEHKOS – Weasel 

(Pages 134–147) 

SÎKISOWIN – Fear 

(Pages 148–151) 

Summary 

Digger dies. The company employees think Kino Sesis’s knife was poisoned and that he should 

be charged with murder. Willa and Master George find Digger’s collection of stolen goods at 

the graveyard. Amelia is treating a boy with symptoms similar to smallpox. She tells Willa about the 

effects of smallpox on First Nations people. She says the knife wasn’t poisoned because Kino Sesis 

didn’t die from his wounds. Master George tells Willa to avoid Dyer. He gives her journals to record 

drawings of plants and animals. Amelia is thinking of when she will leave the post. Master George 

reveals how little he knows about Amelia. 

Siki arrives to start learning what she has to do to replace Amelia. Amelia is disturbed by how 

small and shy she is. Siki must learn to speak English and Willa learns some of Siki’s language. 


� When Digger dies, Willa and Master George make a surprising discovery at the 

graveyard. What do think it will be? 

� Master George gives Willa a gift that shows he is aware of her interests. What is it? 


� What news does Amelia receive about her people? 

� Who is Willa again warned to stay away from? Why are Master George and Amelia 

concerned about Dyer? 

� Amelia is very concerned that Siki is too small and too shy to survive at the post. 

What is she worried about? 

� Kino Sesis was injured and Digger was injured and later died as a result of Kino Sesis 

sneaking into the post. What other choices did Kino Sesis have to recover his knife? 

Why do you think he didn’t follow any of his other choices? 


� Reading Response Journal. What is it about this story that isn’t clear? Develop some 

questions. What I don’t understand is... I wonder... Explain why you are asking the 

question. 

� Research: smallpox in Europe and North America in the early 1800s; the drawings 

and paintings of Hudson’s Bay Company employees and explorers in western Canada 

in the18th and 19th centuries; the weather at York Factory (near Churchill, Manitoba) 

over the year. 





� Summarizing. Describe the incident between Kino Sesis and Digger from the time 

Kino Sesis sneaks into the post until Digger dies. Include as much detail as you can. 

Who is to blame for all that happened? Why? 

� Character Development. Start a character chart for Siki. Add to the others as needed. 

� Feelings. Write a paragraph describing how Siki might be feeling as she arrives at the 

post. Remember, she does not speak much English, she is very shy, she doesn’t know 

anybody and she doesn’t know how to do the work. 




23

Frost Moon: November, 

When the Rivers Freeze Over 

(Pages 152–154) 

Short Day Moon: December, 

When Days are Short and Nights Long 

(Pages 155–160) 

Cold Moon: January, 

When the Severe Cold Sets In 

(Pages 161–165) 

Old Moon: February, When the Winter is Old 

and the Days Grow Longer 

(Pages 166–179) 

Summary 

Willa quizzes Amelia about how she changes when she is outside the fort. Amelia says she is 

worried she is changing as she lives inside. 

Amelia continues to heal sick and injured people. Dyer shows an interest in Siki, although 

Amelia warns her repeatedly to be cautious. The women share the information that Dyer killed a 

First Nations girl a few years earlier and he may have also killed someone in England. 

Willa sees Dyer with Siki who is wearing a new necklace. 

Master George figures out that Willa’s great-uncle used to work in the fur trade. 

Master George invites Willa to a party for company officers and later proposes to her. She 

declines. When Master George suggests that Willa leave to work at Fort Edmonton, she is uncertain. 

Amelia tells her it is a beautiful, spiritual place and they might see each other there. 


� Recall the comparisons between Willa and Amelia. In what ways are they similar? 

Different? How can you account for the similarities and differences? Both of them 

are away from their homes. How do you think they are changing because of that? 


� The weather is very cold. How does the author describe what it is like inside? 

� How do Amelia, Siki and Willa keep busy? 

� What is happening between Siki and Dyer? If you were Willa, what would you do 

about it? What can Amelia do? 

� How is Willa convinced to go so far away to Fort Edmonton? 

� Why is Master George changing his opinion of Willa? 





� Reading Response Journal. Amelia talks about how she is different inside the fort. Are 

there times when you change or seem to become a different person? At home? At 

school? With your grandparents? At the mall with your friends? Write two paragraphs 

describing how you are different in two of these situations. 

� Marriage. Were you surprised when Master George made his offer of marriage to 

Willa? Why does she decline the offer? Do you think she was wise to do this? What 

advantages would there be to her in the marriage? What disadvantages? Write a paragraph 

responding to these questions. Give reasons for your answers. 

� Research: snowshoes; other company forts in the same region as York Factory. 


� Description. What words does the author use to emphasize the bleakness of the landscape 

for Willa? The bleakness of people’s lives? 

� Metaphor. On page 157 Willa compares her experience growing up with Amelia’s: 

“The house she had grown up in appeared to be the whole wide world, while mine 

had been restricted to one small room – with a closed door.” What is she referring 

to? Watch for other metaphors. 

� Character Development. Add to the chart that compares Willa and Amelia. 




25

Eagle Moon: March, When the Eagles Appear 

(Pages 180–184) 

Goose Moon: April, When the Grey Geese 

Appear 

(Pages 185–188) 

Frog Moon: May, When the Frogs Croak 

(Pages 189–192) 

Egg Moon: June, When the Birds Set 

(Pages 193–200) 

Summary 

Willa learns that Amelia’s mother, Moon, will be guiding the trip to Edmonton House. They 

will walk the distance. Amelia begins to change as the time nears for her to leave. 

Master George and Willa talk about their possible futures. 

As the weather warms and the ice begins to break up, Willa and Amelia spend more time outside 

the fort observing nature. 

Miki Siw arrives to take Willa to Amelia’s mother. Willa learns more about the many responsibilities 

of Amelia’s family. Amelia is disappointed her mother will not come to the fort. She worries 

that her mother is angry with her for living inside the fort. Willa exchanges gifts with Amelia and 

gives some drawings to Master George. 


� What possible dangers might there be for people travelling from Hudson’s Bay to 

Fort Edmonton two hundred years ago? If you were Willa, what would you be especially 

worried about? 


� What do you think Willa means when she says, “Dread and delight were inextricably 

bound,” as she thinks about the arrival of the supply ship from England? (Page 187.) 

� Siki will be left alone at the fort. What are Amelia’s concerns about her? 

� Willa mentions the few things she will carry with her on the long journey. If you were 

going on a hike in the wilderness for just one week, what would you carry with you? 





� Reading Response Journal. Willa has many fears about setting off on the long and 

dangerous journey. What people in her family would have said to her runs through 

her mind. Think of a time when you had to face something scary. Describe the incident. 

Were there people around you who were encouraging? What did they say to 

help you? 

� Field Guide. Continue recording the names and plants and animals mentioned in the 

story. 

� First Nations Handiwork. Amelia and other First Nations women create beautiful 

designs in quillwork. Willa is learning how to do this. Nowadays this work is done 

with beads. Instruct students to bring in examples and photographs of First Nations 

and Métis beadwork. Can they see different patterns and designs? If you can locate 

an instructor and you have the materials, have students create a design with beads. 


� Poetry. Instruct the students to create a Haiku poem based on images developed in 

the story. They could include things like the changing seasons, the isolation, the 

importance of plants and animals and landscape. A format for creating a Haiku poem 

can be found on the following page. 




27

A Haiku Poem 

Haiku poetry originated in ancient Japan. Since haiku poems traditionally focused on 

nature, it is a perfect form for looking at the natural world we see through Willa’s eyes 

as she discovers this new land. Some haiku poems celebrate the beauty of nature; others 

look at an aspect that might be funny or ironic. 

There is a very definite form to a haiku: 

First line: 5 syllables 

Second line: 7 syllables 

Third line: 5 syllables 

Here is an example of a haiku developed from Willa’s New World. 

Unafraid, the snow 

gently pats the great sea bear 

and ruffles his fur. 

Use this syllable-count form to write the rough draft of your haiku. 




Moon 

(Pages 201–209) 

Moulting Moon: July, 

When the Birds Moult their Feathers 

(Pages 210–222) 

Summary 

Willa and Miki Siw meet Moon, Amelia’s mother, and Kino Sesis to begin their journey. Willa 

finds it exhausting to hike over the rough terrain. When she is alone briefly she realizes how 

dependent she is on the others. Kino Sesis is not friendly toward her. 


� The journey will take weeks of walking. Is Willa prepared? Would you be? How will 

she respond to the first days of walking? How will they know where to go? 


� How would you describe the relationship between Willa and each of the others at the 

beginning of their journey? Why does each feel the way she or he does? 

� They leave following the Hayes River. What route will they take to get to Edmonton 

House? 

� Moon tells Willa that her people teach children how to think, not what to think. 

What would be a good example of that? 

� Miki Siw says, “...many of our people are now staying away from your people. Bad 

things seem to follow when we meet you.” (Page 221.) Do you think he is right? What 

bad things came to the First Nations people from their contact with Europeans? 

� Kino Sesis laughs at Willa for bringing a map. Why doesn’t his family need a map for 

this journey? Can you think of a situation where you would not need a map to get 

to or from your house, but a stranger might? 


� Reading Response Journal. Willa is horrified to realize that she has eaten more than 

her share of pemmican. Has there been a time when you took more than your share 

of something without realizing it? Tell about the incident. How did other people 

react? 

� Field Guide. Continue to add the names of plants and animals. 

� Research: landscape of northern Manitoba and northern Saskatchewan west of 

Hudson Bay. 





29


� Dialogue. One way we learn about characters in a story is by what they say to each 

other. Imagine a conversation between Moon and Kino Sesis. They are discussing the 

trip and talking about Willa. 

� Character Development. Add to the charts as needed. 




KISKINO HUMAKEWISKWEW – Teacher 

(Pages 223–224) 

MÂKWA – Loon 

(Pages 225–228) 

ÔSIH – Canoe 

(Pages 229–237) 

Flying Moon: August, When the Young Birds Fly 

(Pages 238–247) 

Summary 

Moon begins to tutor Willa about different plants and their uses. 

Willa, Moon and Miki Siw exchange stories. 

They meet other travellers and Willa understands that not all the First Nations peoples are the 

same. Moon and Miki Siw are always treated with respect by others. Willa discovers that Moon, 

Miki Siw and Kino Sesis are often up late at night by the fire. She is becoming less frightened of 

the wilderness. 

When the group reaches a place that is one of Moon’s favourites, the old woman allows Willa 

to give her Amelia’s gifts. Moon is satisfied that Amelia has not changed too much. Willa often compares 

her old life in London to her life in Canada. 


� The four travellers will spend many hours together every day for months. How will 

they entertain each other and keep each other’s spirits up? 


� What does Moon mean when she says, about the plants they see on their journey, 

“knowing the names means nothing...applying what you know is more important.” 

(Page 224.) 

� Do you agree with Moon that, when times are hard, that is a good time for telling 

stories? Does your family tell stories to each other? At what times? 

� Why were Moon and Miki Siw treated with respect by people they met? 

� Why does Moon know so much about other bands? 

� Kino Sesis continues to mock Willa. What are someways that he has tried to insult 

Willa? 

� What does Moon mean when she says, “My daughter carries our old ones’ hopes?” 

(Page 241.) 




31


� Reading Response Journal. Willa wonders, “Where would I be in a year? Who would 

I be?” (Page 247.) As Willa changes, more things become possible for her future. 

Predict answers to her questions. Give reasons. 

� Research: London, England in the eighteenth century; First Nations stories about the 

loon’s necklace, hares, tricksters and others. 


� Creative Writing. What does Willa mean when she says, “I knew no more than the 

previous day, and nothing had changed outside myself, yet everything has changed. 

(Page 237.) Why has she changed? In a paragraph, answer these questions. Write 

about how people change without meaning to. 

� Metaphor. “Now I saw the door of my small world opening – and I was walking farther 

away from it each day as I grew stronger and more able to depend upon myself.” 

(Page 247.) The author is going back to the metaphor she used on page 157. What 

does Willa mean? Do you think this is a good metaphor? Does it create a picture of 

what the character is feeling? Explain. 




Shedding Moon: September, 

When the Deer Shed their Horns 

(Pages 248–250) 

TIPISKÂW – Night 

(Pages 251–255) 

Amelia 

(Pages 256–263) 

PAHKEKINWESKISIN – Moccasin 

(Pages 264–270) 

Summary 

As they continue west and south in September, the landscape changes into forest. 

They meet a woman travelling alone in a canoe. She brings a bundle of bones to Moon. The 

two women spend many hours togther and later Willa learns all the woman’s family has died. When 

Willa says it seems gruesome to carry around your relatives’ bones, Moon reminds Willa that she is 

carrying her relatives’ pictures. 

Moon is worried about Siki at York Factory. She tells Willa about Amelia’s decision to go to York 

Factory. Willa explains that Moon and her daughter Amelia misunderstood each other and both 

have been hurt. The party reaches the grasslands. 

They meet a small group of hungry, lost Europeans who act rudely. After feeding them, Moon 

decides to leave when she notices a beading pattern on one man’s moccasins that tells he is a drinker. 


� The travellers meet a solitary woman who is carrying a bundle of bones. Why do you 

think she is doing this? What do you think has happened? 


� How did you respond when you learned the woman was carrying the bones of her 

family members? Why? How is that similar to what is done with the body of a dead 

person nowadays? 

� In this chapter there is an important conversation between Willa and Moon. Why 

did Amelia agree to go to York Factory? Why was Moon against the decision? Mother 

and daughter have not spoken. There has been a misunderstanding. What does 

Amelia assume her mother thinks? And vice versa. What does each woman really 

think? 




33


� Reading Response Journal. Think about the misunderstanding between Amelia and 

Moon. Much of this problem arose because the two women did not talk to each 

other. They misinterpreted what the other one thought. Remember a time when you 

had a misunderstanding with a parent or a friend. Explain what happened. How 

could it have been avoided? 

� How are the European men portrayed? What do you think Moon means when she 

says that sometimes the actions of European men are worth praising? (Page 270.) 

What does that tell you about her and about the Europeans? 

� Research: First Nations people of northern Saskatchewan; Norway House. 


� Poetry. Instruct students to create a Cinquain poem based on images developed in 

the story. A format can be found on the following page. 




A Cinquain Poem 

Like the haiku, a cinquain (pronounced sin-kane) is format with a pattern of syllables. 

Themeatically, it is often used to explore images and ideas about nature. 

The five-line format is: 

First line: 2 syllables 

Second line: 4 syllables 

Third line: 6 syllables 

Fourth line: 8 syllables 

Fifth line: 6 syllables 

Here is an example of a cinquain developed from material inWilla’s New World. 

Branches 

of saskatoon 

hold out their sweet bounty 

as if to say, stop and savour 

summer. 

Think of a topic from the novel that you would like to explore as a cinquain, and use this 

syllable-count form to write a draft. 




35

OMISIMIW – Older Sister 

(Pages 271–284) 

MISIWÂPOS, TIPISKÂW PÎSIM – Hare and Moon 

(Pages 285–294) 

AMISKWACIWÂSKAHIKAN – Edmonton House 

(Pages 295–297) 

Summary 

Agroup of horseback riders brings news that Amelia has been beaten by Dyer. Dyer has been 

killed and Master George seriously injured. Miki Siw and Kino Sesis both offer to take Willa 

the rest of the way to Edmonton House but Moon insists that she guide Willa because of a promise 

to Amelia. Miki Siw and Kino Sesis return with the men. 

After walking for ten days, Moon tells Willa that she feels Amelia is dying and she must return. 

That night Moon shares a vision with Willa. They see Amelia and a healer. 

Moon takes Willa to within sight of Edmonton House and then starts her return journey. 


� Messengers bring word that Siki, Dyer, Amelia and Master George have been 

involved in a violent confrontation. Each of them has suffered from the violence. 

What do you think has happened? 


� What does Moon mean when she says, “I do not want to fail her again?” (Page 280.) 

� Explain how the decision was made about who would return to York Factory and 

who would guide Willa to Edmonton House. Do you think that was the best choice? 

Explain. 

� Describe the vision that Willa witnesses and the campfire after the vision. Explain 

what you think has happened and what the vision means. 


� Reading Response Journal. In your words, describe the vision that Willa witnesses 

and the campfire after the vision. Explain what you think has happened and what the 

vision means. What do the hare, bear and eagle represent? Do you think Amelia will 

live or die? Why? 

� Research: Edmonton House; the use of horses by First Nations people in western 

Canada. 





� Metaphor. What does Kino Sesis mean when he says, “That snake could not contain 

his poison”? (Page 278.) Why is that an effective metaphor? 

� Character Development. Recall the time when Willa first met Kino Sesis and the way 

Kino Sesis treated Willa as they began the journey. After being together for many 

months, how has each one changed her or his opinion of the other? Why has that 

happened? 




37

Concluding Activities 

� Interview. Imagine that you are a newspaper reporter visiting Edmonton House 

when Willa arrives. You interview Willa. What questions would you ask her? What 

are her answers? Write a news story telling about what you learned from this young 

traveller who has walked to Edmonton House from Hudson’s Bay. 

� Illustration. Create an illustration of at least one scene in the book. Write a paragraph 

explaining why you chose this scene and how it is important to the story. Attach this 

paragraph to the illustration. 

� Diorama. Create a diorama of York Factory. Include important areas of the fort and 

people you might find there. 

� Point of View. Imagine yourself as part of this story. Perhaps you work in York 

Factory or you live around the fort. Maybe you live nowadays but you find a way to 

time travel to York Factory or along the route to Edmonton House. Create a story 

that tells what you see and do. What is your reaction to things that happen in the 

story? 

� Food. Different local foods are mentioned in the story. Fur traders relied on a combination 

of European and First Nations foods. Instruct students to list the foods 

mentioned and the plants and animals that would have been part of the diet. Find 

recipes for foods such as these: rubaboo, pemmican, bannock, native plants, game 

birds and animals. Create a Fur Traders’ Cookbook. 

� Skits. Instruct students to work in small groups to create skits of scenes in the story. 

Choose a scene that is dramatic, suspenseful or humourous. Decide if you need a narrator 

or only actors. Think about the key actions and dialogue. What will be an effective 

ending? For your presentation, you may want to wear simple costumes and 

props. Tell why you chose the scene, what you liked about it and what you learned 

by performing it. 

� Dramatic Reading. Instruct the students to work alone or in small groups to create a 

dramatic reading of a scene in the story. Practice reading the passage aloud many 

times. Try to find some recorded music such a First Nations drumming or fiddle 

music from Great Britain. Are there sounds effects you could use? You may want to 

use simple costumes and props. 

� Predictions. On the last page of the novel Moon says she and Willa will see each other 

again soon. As she finishes the story, Willa says: “Soon, she had said. I recall her 

words clearly. But it has been long.” How much time has passed from when this happened 

to when Willa told the story? What do you think has happened? 

� Character Development. Choose a character in the story. By referring to the character 

chart for that person, tell how he or she has changed through the course of the 

story. What do you think caused those changes? How might this character continue 

to change? Has your opinion of the character changed from the start of the story? 

Explain. 




� Willa and Amelia grew up in very different cultures and families. Through their time 

in York Factory, each was introduced to another culture. Look at the chart you have 

used to compare Willa and Amelia. Describe some features of each one’s own culture. 

Then describe how they changed while at York Factory. 

� Willa’s new life. In what ways was Willa nervous about the wilderness before she left 

on the journey with Amelia’s family? How does she become more comfortable? What 

skills does she learn on the journey? How do Willa’s changes compare to what you 

know of other Europeans who got involved in the fur trade? 




39

About Coteau Books 

Coteau publishes and promotes examples of the best fiction, poetry, drama and young readers’ fiction 

written in Canada. We are one of only a few publishers in the country who work in all these 

genres, as well as producing regional and creative non-fiction. 

Coteau titles have been awarded the Governor General’s Award twice and been finalists seven times, 

in fiction, poetry, drama and children’s literature. Our list of award citations can be found on our 

Web site: www.coteaubooks.com . 

We are especially proud of our expanding list of juvenile and young adult titles including the popular 

From Many Peoples series and numerous novels set in historical periods of the Canadian 

prairies. 

Coteau Books’ current mandate includes our aim: 

� to publish and present to the world market Canadian literary writing, with an 

emphasis on Saskatchewan and prairie writers 

� to establish an active program of developing and publishing works of young readers’ 

fiction which demonstrate literary excellence as well as portraying understanding 

between people and the value of community 

� to present new voices and works of literary excellence to the world market by developing 

new writers and fostering and furthering the careers of established writers

Willa's New World Study Guide - Coteau Books

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