Riders (41 page)

“Don’t tell me you already lost my sister?” I say, taking it.

He grins. “Queue for the women’s loo.”

Marcus comes over and joins us. A couple of the cadre instructors who knew me when I was in RASP come over, too. Suarez and Low wander over with a few guys I don’t know. I wish Cory could be here but he’s deployed, like most of the guys in my class who made it through.

The training stories start coming out. One after another. I laugh, listening to my brothers-in-arms. And I imagine what it would be like if I could add my story.

Man, you guys don’t know anything. Talk to me when you’ve taken down a dragon.

Marcus looks at me like he’s read my mind and smiles.

From the corner of my eye, I see my sister. She stands alone in the shadow of a building, watching me with a strange expression on her face.

I go to her right away.

“What’s up, Banana? You look like you just saw a ghost.”

“No … not a ghost,” Anna says. “A girl just came up to me. She looked familiar, Gideon. She said she knew you.”

Adrenaline moves through me in a hot wave. “What was her name?”

“She didn’t say.” Anna holds out her hand. “But she told me to give you this.”

The silver key—the one that hung around Daryn’s neck—rests in her palm.

“Where is she, Anna? Where was she?”

My sister turns. I follow her eyes.

And I’m running.

ACKNOWLEDGMENTS

It takes a team to make a book; I’ve been very fortunate with my team on this one.

Thank you to everyone at Tor Teen for your efforts and your enthusiasm, especially Kathleen Doherty, Amy Stapp, and Melissa Frain. (Mel, I couldn’t have picked a better champion and editor for this story. A banana-free world for you!) Thanks also to Adams Literary for everything you do.

Research was one of the most rewarding parts of writing this novel. It gave me a small window into the lives of real heroes, who were gracious enough to share their experiences and knowledge with me. (Any errors within are, of course, unintentional and mine.) Colonel Andy Juknelis, US Army; Colonel Kyle Lear, US Army; and First Lieutenant Wesley Milligan, US Army: I appreciate every single phone call and e-mail, but more important, I’m so grateful for your service. This world is a better place because of you.

Cheers to Lia Keyes, Katherine Longshore, Lorin Oberweger, Terri Rossi, Pedro Carvalho, Jarrett Jern, and Trish Doller, who all read versions of this story along the way and provided excellent feedback. Taylor McGarry and First Lieutenant John Decker, US Air Force, were also kind enough to give me their input. Sebastian Luna, thank you for letting me borrow your name. It’s such a good one!

Last, but not least, a universe of love and thanks to my family for their patience, understanding, and unconditional support. I’m blessed beyond measure to have each and every one of you in my life. Now … ready for another story?

T
OR
T
EEN
R
EADING AND
A
CTIVITY
G
UIDE

Ages 13–17; Grades 8–12

A
BOUT
T
HIS
G
UIDE

The questions and activities that follow are intended to enhance your reading of
Riders
. The material is aligned with Common Core State Standards for Literacy in English and Language Arts (
www.corestandards.org
); however, please feel free to adapt this content to suit the needs and interests of your students or reading group participants.

Prereading Activities

  1.
Riders
is a work of apocalyptic fiction set in a realistic contemporary setting. “Apocalyptic fiction,” which can be looked at as a sub-category of science fiction, explores events surrounding the end of human existence, or a marked shift or change to human existence as it is known. Examples can be found in the
Terminator
,
Mad Max
, and
Matrix
film series, and in young adult book series including
The Maze Runner
by James Dashner,
The Hunger Games
by Suzanne Collins,
Divergent
by Veronica Roth and
The City of Ember
by Jeanne DuPrau. Invite students to share the titles of favorite works of apocalyptic literature or cinema, particularly noting which elements of these apocalyptic (or post-apocalyptic) worlds they found most memorable.

  2. Discuss with students why they, and others, may find themselves drawn to works of apocalyptic fiction, particularly in terms of events happening in their present-day real world. Have each student select a recent newspaper article and consider how its subject might be a source—or outcome—of an apocalyptic incident. Have students write fictionalized versions of their selected articles including an apocalyptic element.

Supports Common Core State Standards: W.8.3, W.9–10.3, W.11–12.3; and SL.8.1, SL.9–10.1, SL.11–12.1

Developing Reading and Discussion Skills

  1. The novel is narrated in first person—present tense and flashback—by Gideon Blake. How do you think this point of view affects what readers learn about Daryn, the other horsemen, Cordero, and the Kindred? Is Gideon a reliable or an unreliable narrator? Explain your answer.

  2. Do you think Gideon is right to abandon his family as his adventures begin? Do you think he had any other choice? Why or why not?

  3.
Here
, Gideon says that, “Setting goals is how I do things.” Do you identify with Gideon’s strategy? How do you get things done in your life?

  4. In Chapter 44, Gideon realizes he is talking not to Cordero but to Malaphar. Does this change your experience of reading the novel? In what ways?

  5. What are the names and powers of each of the four horsemen? Describe moments in the novel when each of them endangers himself (and others) by his inability to understand or master his power? What unique interpretation of the meaning and use of powers does Sebastian offer? Might this be related to the sacrifice he makes at the end of the novel? Why or why not?

  6. Why doesn’t Daryn want to pursue a romantic relationship with Gideon? If you were her friend, what advice might you offer her about her reasoning? Have you ever worried about the risks of getting to close to a person? Why and what conclusions did you reach?

  7. Who are the seven Kindred? Most simply defined, the word “kindred” means relative or related. Why do you think Veronica Rossi chose this name for the evil group in her novel? What relationships do you think she is positing by using this term?

  8.
Here
, Gideon explains why he became a soldier. Do you think this is a complete explanation? Do you believe Gideon has “zero problem doing whatever it took to keep harm from coming to innocent people”? Explain your answer.

  9. What happens to Gideon when Ra’om invades his mind? Why can’t the Kindred invade Daryn’s mind?

10. At the end of the great battle in chapter 59, Gideon says, “None of us calls what we did a victory.” Do you think Daryn and the Riders were successful in their defeat of the Kindred? What risks does the world still face at the novel’s conclusion?

11. At the end of the novel, Gideon’s connections to the other riders, to Riot, and to Daryn are what have enabled him to both forgive himself for not saving his father, and to begin moving forward in his own life—things he was struggling to accomplish at the story’s start. How might this novel be read as an exploration of the challenges of defining and understanding the notion of the self?

Supports Common Core State Standards: RL.8.1–4, 9–10.1–5, 11–12.1–6; and SL.8.1, 3, 4; SL.9–10.1, 3, 4; SL.11–12.1, 3, 4.

D
EVELOPING
R
ESEARCH
& W
RITING
S
KILLS

Setting & Background

  1. Analysis of
Riders
must begin with a look at one key inspiration, the notion of the Four Horsemen of the Apocalypse described in Revelations, the last book of the New Testament of the Bible. If possible, read Revelations Chapter 6 (one long paragraph) to see the original literary source for the four horses imagery. At the library or online learn more about scholarly interpretations of this final biblical book, including its use as inspiration for works of literature, art, and music. Use this information to create a PowerPoint or other multimedia-style presentation about your discoveries to share with friends or classmates.

  2. In an interview on National Public Radio, Professor Elaine Pagels notes that the author of the Book of Revelations was likely a refugee from Jerusalem writing in a time of rebellion against the Roman Empire. “I don’t think we understand this book until we understand that it’s wartime literature … it comes out of people who have been destroyed by war.” (Book Of Revelation: “Visions, Prophecy And Politics.”
Fresh Air,
(radio program)
http://www.npr.org/2012/03/07/148125942/the-book-of-revelation-visions-prophecy-politics
.) Consider reading Veronica Rossi’s
Riders
as another work of wartime literature. Write a short essay arguing that a contemporary, real-world war situation of your choice should be interpreted as the backdrop for the novel.

Character

  1.
Here
, Daryn tells Gideon that her journal is about “everything I care about.” In the character of Daryn, write at least three entries into her journal, possibly including a reflection on leaving home, your first meeting with Gideon, your frustrations over getting the Riders to cooperate, or your thoughts about your future.

  2.
Riders
invites readers into the worlds of four very different young men who share the experience of “death” and being brought together by Daryn. With friends or classmates, discuss the term “death” as it is used in the novel. What do you think has truly happened to Gideon, Sebastian, Marcus, and Jode? Role-play a conversation between the four Riders in which each character discusses how the death experience influenced his decision to join Daryn. (Note: Riders in this exercise can be played by male or female students.)

Plot

  1.
Riders
posits a catastrophic, alternate-world-of-evil scenario against which Gideon, the other riders, Daryn and, ultimately, a small division of the American military commit to fight. In the character of (the real) Cordero, create a military-style presentation describing what you know of the Kindred and the risks posed by the evil alternate universe they seek to reopen, to give to friends or classmates. Then, for each of the four horsemen, create a recruitment-style poster entitled “Why I Fight.” Include graphic images, names of people or places, a short essay, and quotations from the novel, such as Gideon
here
(“After a while, I couldn’t look at those stars without thinking
God
. And then thinking,
Oh my God. You’re really real
.”)

Supports Common Core State Standards: RL.8.4, RL.8.9; RL.9–10.4; RL.11–12.4; W.8.2–3, W.8.7–8; W.9–10.2–3, W.9–10.6–8; W.11–12.2–3, W.11–12.6–8; and SL.8.1, SL.8.4–5; SL.9–10.1–5; 11–12.1–5.

A
BOUT THE
A
UTHOR

VERONICA ROSSI
is a
USA Today
and
New York Times
bestselling author of fiction for young adults. She is a graduate of UCLA, a mother of two, an avid reader, eater, and baseball fan. One of her proudest accomplishments in writing this book is that it is, by a wide margin, her father’s favorite Veronica Rossi novel. Of perhaps equal greatness is the fact that she can now call a colonel in the United States Army her friend. To him, she heartily and gratefully would like to say: Rangers Lead the Way! You can sign up for email updates
here
.