Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Examining the subtle nature of Prejudice
Student created News Report on the events of the mob scene and the characters involved will be complied and presented to the class
Students will discuss the events of the report in relation to the background information on the author, setting, socio-historical context and the influence of this context
Students will then generate as many ideas as possible about the text in the form of a Speed Challenge.
Students will brainstorm the term prejudice discuss instances where they have been perpetrators or victims of prejudice
Discuss the origins of prejudice in light of prejudice being prejudgment
Pros and Cons grid-Arguments for and against the perspective that Cunningham was a victim of circumstances
Compass strategy-focus on Cunningham-his needs ,excitement,stance, worries in trios and then shared with the class.Students will note similar and differing perspectives.
Socratic questioning-Another way of looking at this is that Cunningham was a victim of his circumstances- does this seem reasonable?
What alternative ways of looking at this are there?
I was playing with the spoon."I thought Mr Cunningham was a friend of ours .You told me a long time ago he was."
Atticus placed his fork beside his knife and pushed his plate aside.'Mr Cunningham's basically a good man,' he said, 'he just has his blind spots along with the rest of us."Chapter 16 pg 173
Reaction Activity-react to the events following the "mob" taking into account Atticus' perspective.You may choose any form-poem, cartoon, song, visual interprtation and any other applicable way.
What is the origin for our prejudicial attitudes?
Are humans inherently judgmental?
What are the blind spots that you have?
How often do you view life from others perspective?
Is it important to be able to view life from the perspective of others?
Class Journal-how has my thinking/perspective of life changed in any way?
Students are evaluated based on their:
o Ability to generate ‘sound’ ideas
o Participation in discussions
o Class journal and ability to link same with issues to be encountered in the text and real life.
Question for further thought:
What would have been my response given the same set of circumstances?