Discussion Guide for

Iggie’s House

By Judy Blume

1. Describe Winnie and Iggie’s friendship. Iggie’s family moves to Japan. What does Winnie miss most about Iggie? Explain why Winnie feels funny sharing Iggie’s tree house with the kids that move into Iggie’s house.

2. Contrast Winnie’s family with Iggie’s. Why are Mr. and Mrs. Barringer so willing for Winnie to sleep over at Iggie’s on the weekends? In what ways does Iggie’s father respect Winnie’s opinion about things? Explain how this type of conversation makes Winnie feel grown up. How does Winnie feel that she belongs at Iggie’s house?

3. Define racism. What is the first hint that the book is about racism? Note the cover design of several editions of the book. How does it reveal the conflict of the novel?

4. Iggie doesn’t tell Winnie anything about the family who bought her house. Instead, she simply says it will be a surprise. How does this make Winnie curious? Explain Mrs. Barringer’s reaction when Winnie tells her the family is Negro. Why does Mrs. Barringer react with a puzzled look when Winnie says she should have known that Iggie’s family would have sold to someone special?

5. Explain why Mrs. Barringer instructs Winnie to wait until after dinner to tell her father about the new family. How does Winnie’s father react when she tells him? Define sarcasm. Explain the sarcasm in Mrs. Barringer’s statement, “‘Some news, isn’t it? Colored people on Grove Street.’” (p. 19)

6. Winnie had to write a paper in school titled “What I Can Do to Improve Race Relations.” There are only a few Black families in Winnie’s suburban New Jersey town. How was the writing assignment tough for kids who have never come face-to-face with racism? Discuss how Winnie might tackle this writing assignment after meeting the Garbers and witnessing acts of racism on Grove Street.

7. How is Winnie naive about race? She means well, but sometimes she says the wrong things. For example, she thinks the Garbers may have come from Africa. Point out other things she says that reveal she has lots to learn about race. What does she learn from the Garbers in the first few weeks they are on Grove Street?

8. Describe Clarice Landon. Discuss the interaction between Clarice and her mother. How is Clarice’s behavior shaped by her mother? What is Winnie’s opinion of the Landons? How does Mrs. Landon insult Winnie at Clarice’s birthday party? What does this reveal about who she is as a person? An antagonist is a character that works against the main character, or protagonist. Make the case that Mrs. Landon is an antagonist in the novel. Identify other antagonists.

9. Discuss Mrs. Landon’s plan to get rid of the Garbers. Contrast Mr. and Mrs. Barringer’s reaction to Mrs. Landon’s petition. Explain what Mr. Barringer means, “‘Everything she [Mrs. Landon] had to say was a lot of double talk.’” (p. 50). How does Winnie attempt to take matters into her own hands? Why does Mrs. Landon say that she feels sorry for Winnie?

10. Winnie thinks that her parents should do something to help the Garbers after Mrs. Landon puts a sign in their yard. Explain what Mrs. Barringer means by “‘Daddy and I aren’t crusaders.’” (p. 87). Discuss whether Winnie is confused by her mother’s response.

11. Why does Herbie Garber call Winnie a do-gooder? Explain why Winnie thinks he is like Mrs. Landon. Contrast the way Mr. and Mrs. Garber respond to Mrs. Landon’s petition. Discuss the decision of the Garbers to stay on Grove Street. The Garbers may have won the battle, but debate whether they won the war.

12. Since its publication in 1970, this novel has been challenged by adults who don’t think it’s appropriate for kids to read about racism. Why does reading books like Iggie’s House help put these issues front and center? How is the novel an eye-opener for kids who live in towns like Winnie’s? In what ways is racism still a problem in this nation?

Guide written by Pat Scales, a retired middle and high school librarian who is currently a children’s and young adult literature consultant and specializes in curriculum and free speech issues.

This guide has been provided by Simon & Schuster for classroom, library, and reading group use. It may be reproduced in its entirety or excerpted for these purposes.

• Publisher: Atheneum Books for Young Readers (April 29, 2014)
• Length: 160 pages
• ISBN13: 9781481414104
• Ages: 8 - 12
• Lexile ® 520L The Lexile reading levels have been certified by the Lexile developer, MetaMetrics®