Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Purpose:
Duration:
One Forty-Five Minute Class Period
Objectives:
The learners will:
- interpret and describe the feelings of disparate characters.
- identify the responses of individuals to historic violations of human dignity involving discrimination.
Materials:
How Are You Feeling Today? Poster from www.ctherapy.com (Any other poster or hand-out displaying emotions, or even descriptive words for the emotions, will work as well.)
Instructional Procedure(s):
Anticipatory Set:
Ask the students to think of a time in their lives when they were disillusioned or when they found something they held to be true, to be false. For example, have you ever met someone you thought was really nice, only to determine they were anything but? How about believing in something only to find out later that it never existed (think of childhood experiences)?
- Refer to the Anticipatory Set. Explain to the students that Cassie was shocked when she came to the realization that people actually viewed her and her family as being inferior because they were African-American.
- Arrange the students up into groups, and assign each group one of the following roles:
- Cassie Logan
- Lillian Jean Simms
- Charlie Simms
- Big Ma
- Jeremy Simms
- Stacey Logan
- If there aren’t enough people to have exact groups, the first three characters are most important to this lesson. There can be as few or as many as you would like. Once the students are in their groups and their roles have been assigned, give each group a poster or handout with emotions on them. Ask the students to pick out the emotions they are feeling as “their” character in this situation. Ask them to present their feelings and speak, in character, to the class. Remind the students to express why they felt the way they did. If the other students in the class have questions, they may ask, or comment upon, the character’s choice of emotions.
Assessment:
Observe the students in their groups, as well as their presentations, to determine their effort and seriousness. Be sure to observe their:
- contribution to the group
- personal effort
- ability to understand and express their feelings and thoughts in their role.
Bibliographical References:
- Taylor, Mildred. Roll of Thunder, Hear My Cry. New York: Puffin Books, 1991.
Lesson Developed By:
Dana DixonSt. Joseph Public Schools
Upton Middle School
St. Joseph, MI 49085
Handouts:
Unit Contents:
Overview:Cultural Pluralism in Young Adult Literature—Roll of Thunder, Hear My Cry Summary
Lessons:
- 1.
- Beginning of the Storm (The )
- 2.
- Thunder Roles—Town Debate (The)
- 3.
- What Are Your Thoughts?
All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.
Comments
(The positive aspect of using this lesson was) allowing students to associate an emotion or a personal response to what Cassie and her family went through provided students with a perspective of discrimination's effects.