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TE 804
What Works
The Background:
During my Lead Teach my students and I have been reading Lois Lowrys
dystopian novel, The Giver. Our unit was guided by three essential questions: What
does a just use of power look like? What basic freedoms are required by a just
society? And how do freedom and choice affect equity in a society? I had wanted to
make a lesson that made historical connections to these ideas of societal control
and distribution of power that are present in the novel. My 8 th grade students had
also just extensively learned about the branches of government and separation of
powers so they would have a decent amount of background knowledge to the topics
within this activity. I wanted to use both domestic and global examples of uses of
unchecked power and their ultimate consequences and while at first I wanted to
make connections to the current political climate but after talks with my mentor
teacher, I chose to use a historical example instead.
Materials I used:
For this lesson I knew that I would want students to write down their response to discussion
questions within the lesson and have it be something that I could collect at the end to see whether or not
students were making connections between history and themes/ideas within the novel. I chose to just have
students jot down response on a half sheet of paper, as they would likely not need more than that space to
write their thoughts. I created a PowerPoint to take students through different examples of unchecked
power. In addition I found an article related to one of the examples within my lesson, the internment of
Japanese-Americans during WWII. An article from the Washington post, Incarceration by Executive
Order was a recent and factually based account of the implementation of FDRs executive order. I would
have students only read the first few pages of the article to fully understand why the executive order was
passed. It was my hope that these activities would keep students engaged but also build on students prior
knowledge and make
Zachary Smith
TE 804
What Works
The Lesson:
I started this lesson by
handing out a half-sheet of paper
to each student in the classroom. I introduced the idea of how power is controlled within the
Giver and the Elders in this community only control that power. I then switched students to
thinking about these issues relate our own society and had them respond to two questions:
o How is power balanced/checked in our society?
After discussing in groups, I then had groups share out their response to this question to make
sure that students were understanding the information in the article and potentially beginning to
see parallels with the novel.
Due to time, I chose to finish my lesson with some discussion questions that were aimed at
students making the final connection between the history examples of unchecked power and the
same concept within The Giver. For an exit ticket from the lesson and into reading the book for
the last few minutes of the hour, Students were required to respond to these two questions:
Students turned in these responses at the front of the room, and I collected them at the end of the
hour.
The Result:
I felt that this lesson worked out very well for me in a number of ways. First, it was a
great way to incorporate history into the novel that they were reading in a way that they may
have not expected, and I feel that these connections can help make the novel feel more relatable
to their lives. By bridging the knowledge that they had from their recent history class lessons, it
also became a good way to show students connections across their classes and give some sort of
unintentional alignment between them.
During the discussion, students were making great connections to their own lives. None of the
conversations in any of my classes made a direct connection to the current political events but I
did hear murmurs of these connections in a number of places so that showed that students were
continuing to see these parallels in a number of ways. In terms of connections to the novel, My
students came up with great thinking about why power is centralized to only a few people in the
novel and that while there may be good intentions, the results of trying to gain these control of
power had clear negative effects on the citizens within the community. I felt confident afterwards
and felt that my students had successfully, across all hours made these connections.