Set Purpose Essential question: What are the principles of a just society?
Students will explore multiple texts with a variety of literary perspectives and employ critical thinking skills to identify the principles of a just society. CCCSS unit standards focus: RL.7.2, RL.7.3, RL.7.4, RL.7.5, RL.7.6, RL.7.7 RI.7.3, RI.7.4, RI.7.5.A, RI.7.6, RI.7.7, RI.7.8, RI.7.9
Sherry Chapman Info 237-10
ANCHOR TEXT:
The Giver depicts a society where there is no war, hunger, pain or grief, but also no color, music or love. This novel prompts students to consider individuality and human rights, and ultimately, they must grapple with what the principles of a just society should be.
CURRICULAR TEXT SET TITLES AND ANNOTATIONS Note: Articles are linked where available. To access articles from my school database use the password - remote
1.“The Lottery” by Shirley Jackson This source provides a classical American short story that depicts a seemingly ordinary small town that continues a deadly tradition year after year. The bizarre view of choosing a random victim for ritual sacrifice shows how the rules of tradition determine what is just in this society. This story prompts students to read closely and explore the ideas of tradition being valued over human rights. Students are shocked into thought and react strongly to this story. It compels students to explore their own rituals and traditions, consider the concept of following a barbaric tradition with no history or justification, and consider the necessity for the ethical treatment of everyone in the community.
2.The Bill of Rights Turning Points in US Historyby Dennis Brindell Fradin This source provides a brief and comprehensible explanation of The Bill of Rights. Students can easily explore the freedoms that we enjoy and discuss the connections between our freedoms and their role in the principles of a just society. 8th grade students will study The Bill of Rights in social studies this year, but that unit may or may not coincide with this project.
3. “Poverty’s Long Reach” New York Times Video Collection (link password: remote)This source is a video clip from a NYTimes story featuring a social services support provider from Catholic Charities. She serves a rural population of people who struggle to meet their needs for food and shelter. This brief source will help students build empathy for those who struggle to meet their daily needs. Understanding poverty and how to meet those needs are a consideration for identifying the principles of a just society.
4. “Malala Yousafzai: a Normal Yet Powerful girl” by NPR Staff This source is a powerful testament to the desire for freedom of choice, access to education for girls around the world, intellectual freedom, and justice. Students identify with Malala because of her age and stories in the news. This story will help students build empathy and conclude that education is a vital component of a just society.
Teachers can use guided reading mode to support struggling readers and differentiate instruction. Vocabulary is annotated. Guiding questions are available for whole class or independent check for learning, and they are not scored. A brief (5 question) online assessment including the relevant standard is provided. A follow-up discussion including 3 questions. Tools for this lesson include read aloud audio, highlighter including multiple colors and notes tool, Spanish translation, and texthelp to support reading fluency. Students can record themselves reading the text aloud and send it to their teacher. Text size increase is available. The article and questions are available in PDF.Brief videos are available to instruct the teacher on how to use this source to differentiate instruction and how to lead an effective discussion. 5. “Harriet Ross Tubman” biography(link password: remote)This brief source provides some background on slavery in the United States, and Harriet is a symbol of defending human rights and women’s rights. Students will read this biographical article closely and discuss ideas about slavery and what motivated Harriet to risk her own life for others. They will make connections and thoughtfully explore how human rights fits into the elements that should be included in the principles of a just society.
6. “Censorship: For the people, or for controlling the people?” by Jessica McBirney This source identifies different forms of censorship, its benefits, and its disadvantages. This debate can be connected to The Giver and the idea of complete censorship and the lack of individual identity, intellectual freedom, and self expression, as well as what is gained in this society and what is lost. This source will encourage students to consider both sides of this issue and engage in a debate about the pros and cons of censorship and what role it plays, as well as freedom of speech, in the principles of a just society.
Teachers can use guided reading mode to support struggling readers and differentiate instruction. Vocabulary is annotated. Guiding questions are available for whole class or independent check for learning, and they are not scored. A brief (5 question) online assessment including the relevant standard is provided. A follow-up discussion including 3 questions. Tools for this lesson include read aloud audio, highlighter including multiple colors and notes tool, Spanish translation, and texthelp to support reading fluency. Students can record themselves reading the text aloud and send it to their teacher. Text size increase is available. The article and questions are available in PDF. Brief videos are available to instruct the teacher on how to use this source to differentiate instruction and how to lead an effective discussion.