Walk Two Moons cover

Walk Two Moons

Sharon Creech (1994)

A thirteen-year-old girl rides cross-country with her grandparents, telling them a friend's strange story to avoid telling her own — until both stories converge at the same cliff edge in Idaho.

EraContemporary
Pages280
Difficulty★★☆☆☆ Moderate
AP Appearances0

Essay Questions & Food for Thought

30questions designed to challenge assumptions and provoke original thinking. These can't be answered from a summary — you need the actual text.

#1StructuralMiddle School

Sal tells Phoebe's story to Gram and Gramps instead of talking about her own mother. Why does she choose someone else's story — and what does the act of telling Phoebe's story actually accomplish for Sal?

#2StructuralMiddle School

The novel's title comes from the proverb 'Don't judge a man until you've walked two moons in his moccasins.' By the end of the novel, whose moccasins has Sal walked in? List at least three characters and explain what Sal learned from each.

#3Author's ChoiceMiddle School

Phoebe is convinced that the 'lunatic' on her doorstep is dangerous. What drives her certainty — and what does the novel suggest about the relationship between fear and judgment?

#4ComparativeHigh School

Mrs. Winterbottom and Sugar both leave their families. How are their reasons for leaving similar, and how are they different? What does the novel argue about what happens when mothers are seen only as mothers?

#5Author's ChoiceHigh School

Creech names Sal's mother 'Sugar' and gives her the last name 'Hiddle.' She names the neighbor 'Cadaver' and Sal's friend 'Winterbottom.' How do the names in this novel function — what do they reveal, conceal, or foreshadow?

#6Author's ChoiceHigh School

The doorstep messages ('Don't judge a man until you've walked two moons in his moccasins,' 'Everyone has his own agenda,' 'You can't keep the birds of sadness from flying over your head') are never fully attributed to one source. Why does Creech leave their origin ambiguous?

#7Historical LensHigh School

Sal's connection to the natural world — kissing trees, praying to them, describing the land as 'singing' — is linked to her Seneca heritage. How does Creech integrate Sal's Native American identity into the novel without making it the subject of the novel?

#8Author's ChoiceMiddle School

Gram dies on the road, in a motel, without drama. Why does Creech give Gram this kind of death — quiet, unexpected, unglamorous — rather than a more dramatic ending?

#9StructuralMiddle School

Mrs. Cadaver's name means 'dead body.' When Sal first hears this, she takes it as evidence that Mrs. Cadaver is sinister. What does the name actually mean in the context of the full story — and what does Sal's misreading reveal about how grief distorts perception?

#10StructuralMiddle School

The road trip moves from Ohio to Idaho, crossing the Badlands, the Rockies, and the mountain passes. How does the changing landscape mirror Sal's emotional journey?

#11Absence AnalysisHigh School

Phoebe's family is described as immaculate — perfect table settings, pressed napkins, controlled conversations. What is Creech saying about families that prioritize surface over substance?

#12Modern ParallelHigh School

Sal says she 'hated' Mrs. Cadaver before she knew anything real about her. The novel then spends 280 pages showing Sal why her hatred was wrong. Is Creech arguing that hatred is always wrong, or that it is always based on incomplete information?

#13Author's ChoiceHigh School

Sugar's miscarriage and hysterectomy are revealed near the end of the novel. Why does Creech withhold this information for so long — and how does the late revelation change the reader's understanding of everything that came before?

#14StructuralMiddle School

Ben Finney tells Sal that 'Cadaver' means 'dead body.' He also tells Sal she is pretty. He says things other characters avoid saying. What role does Ben play in a novel about the gap between what people say and what they mean?

#15ComparativeMiddle School

The novel has two absent mothers: Sugar and Mrs. Winterbottom. One dies; one returns. What does Creech gain by giving the two stories different endings — and what does the difference teach Sal?

#16Author's ChoiceHigh School

Sal kisses trees. She touches the earth at her mother's grave. Her spiritual life is physical — rooted in contact with the natural world. How does this physicality function differently from the abstract, language-based processing the other characters use?

#17Absence AnalysisMiddle School

The Winterbottom family does not notice that Norma Jean is unhappy until she is gone. How does Creech portray the failure to see — and what does the novel suggest about the relationship between taking someone for granted and losing them?

#18Historical LensHigh School

Sal's full name is Salamanca Tree Hiddle. Her mother's name is Chanhassen. Both names carry Seneca heritage. How does Creech use naming as a form of identity preservation — and what does it mean that Sal's friends shorten her name to 'Sal'?

#19ComparativeMiddle School

Gram and Gramps tell stories constantly — about their past, about each other, about people they knew. How does their storytelling model a different way of processing life than the silence and avoidance practiced by Sal's father?

#20ComparativeHigh School

Compare Sal's journey to Odysseus's in The Odyssey. Both are trying to get home. Both encounter obstacles. Both are changed by the journey. But Sal is driving toward a grave, not a living family. What does this reversal do to the homecoming narrative?

#21Modern ParallelHigh School

The novel argues that empathy is not an idea but a practice — something you do by physically going where someone else went and seeing what they saw. Is this argument convincing? Can you really understand someone's pain by retracing their steps?

#22StructuralMiddle School

Mike Bickle — the 'lunatic' — turns out to be a young man looking for his birth mother. How does Creech use the distance between Phoebe's label ('lunatic') and Mike's reality (a son searching for his mother) to make an argument about stereotyping?

#23Author's ChoiceMiddle School

Sal describes Bybanks in vivid sensory detail — the trees, the light, the sounds. She describes Euclid in terms of what it lacks. How does Creech use the contrast between these two places to externalize Sal's grief?

#24StructuralHigh School

The doorstep message 'You can't keep the birds of sadness from flying over your head, but you can keep them from nesting in your hair' is about grief. How does this message apply to Sal, to Phoebe, and to Mrs. Winterbottom — and do any of them actually succeed at keeping the birds from nesting?

#25Author's ChoiceHigh School

Creech gives us Sal's story through two layers: Sal narrates to the reader, and Sal tells Phoebe's story to Gram and Gramps. Why does the novel need both layers? What does the road-trip audience (the grandparents) add that a simple first-person narration would not?

#26Absence AnalysisHigh School

Sugar had a miscarriage and then a hysterectomy. She lost a baby and the ability to have more children. Why does the novel treat this as a grief significant enough to break a person — and what does it say about how we understand women's pain?

#27Absence AnalysisMiddle School

Sal's father moves the family to Euclid without fully explaining why. He begins a friendship with Mrs. Cadaver without telling Sal who Margaret really is. Are his silences a form of protection or a failure to communicate — and does the novel distinguish between the two?

#28StructuralHigh School

The road trip takes Sal through the Badlands, past Mount Rushmore, and over the Idaho mountains. Each landmark coincides with an emotional shift in the novel. How does Creech use American geography as an emotional vocabulary?

#29Author's ChoiceMiddle School

At the end of the novel, Sal returns to Bybanks and touches her mother's sugar maple tree. She does not say she is healed. She does not say she is happy. She says she can hear the tree singing. What kind of ending is this — and is it more honest than a 'happy' ending would have been?

#30Modern ParallelHigh School

Walk Two Moons was published in 1994 and is still widely assigned in schools. What makes a novel about a thirteen-year-old girl's grief relevant to students today — and is there anything about its treatment of family, identity, or loss that feels more urgent now than it did in 1994?