Ignoble Deeds
In Search of Self - Human Qualities and Ideals
Student Page
teacher version of this page OR back to the Human Qualities and Ideals home page

Key Concept:

If everyone is capable of good, then is everyone equally capable of evil? In this lesson, you will have the chance to explore whether human nature embodies both good and evil through simulation, reflective writing, reading and paired response.

Objectives:

You will be able to
- speak to share thoughts, opinions, and feelings
- respond personally, critically, and creatively
- relate literary experience to personal experience and extend personal response
- write to express self

Resources:

- one of the following pieces of text:

1. "The Bet" (A. Chekov, Russia - Literature and the Language Arts: World Literature)
2. "Cranes" (H. Sunwon, South Korea - Literature and Language: English and World Literature)
3. "The Thief" (J. Tanizaki, Japan - Literature and Language: English and World Literature)
4. "The Pardoner's Tale" (G. Chaucer, Britain - Literature and Language: English and World Literature)

- paired response chart
- simulation scenarios
- story map

Teaching-Learning Strategies:

the you begin reading the following piece of text, it is important to consider all aspects of human nature. Consider the following question as you participate in a simulation activity; Are all people equally capable of good and evil?

Task One: Complicated Situation

Your teacher will separate you into groups for a simulation activity. Each group will be given a scenario from the sample situations provided. You must imagine yourselves in the situation provided and come to a consensus as a group as to what you might do.

Consensus is when all members of a group have agreed to a certain principle. Consensus does not occur if anyone gives in or you agree to disagree. It only occurs if a controversial issue is discussed until everyone is in agreement on the position the group will take.

When trying to come to a consensus, you must weigh your own values and ideas against the need for coming up with a solution. You will need to decide what is most important to you and what you are willing to change.

After you have come to a consensus within your group, take some time to reconsider your own ideas. Write a persuasive paragraph proving or disproving the following statement - Everyone is capable of evil.

Now that you have had a chance to consider your own ideas on immoral actions, it is time for you to explore an author's ideas.

this exploration of an author's ideas, create a map, similar to this example. Use the title headings on the map example to help you determine what information is important.

Task Two: The Plot Thickens

Read one of the following texts:
1. "The Bet" (A. Chekov, Russia - Literature and the Language Arts: World Literature)
2. "Cranes" (H. Sunwon, South Korea - Literature and Language: English and World Literature)
3. "The Thief" (J. Tanizaki, Japan - Literature and Language: English and World Literature)
4. "The Pardoner's Tale" (G. Chaucer, Britain - Literature and Language: English and World Literature)

Keeping notes as you read enhances your understanding of the events in the story. Along with jot notes, you may want to note any questions you have about the story to clarify understanding when you are done reading.

Review briefly with your teacher the main events in the story by discussing the jot notes you filled into your chart. Use this time to ask any of the questions you jotted down to be sure that you understood all the events in the story.

you have reviewed the story with the class you will have a chance to make connections to others in your class by taking part in a paired response activity.

Task Three - Connecting to Others

A paired response activity asks you to decide what ideas from the text were most significant to you, and compare those thoughts and ideas with a partner.

Steps in a Paired Response (Adapted from the ELA curriculum)

1. Individually, select quotes, passages, or lines from the reading that you found significant or meaningful and record them in Column 1 of the paired response chart.
2. Write down your personal thoughts, feelings, and reactions about the selected passages in Column 2.
3. Exchange charts with your partner. In Column 3 of your partner's chart, respond to the passages and thoughts written by your partner.
4. Return your partner's chart and retrieve your own. In Column 4, respond to the comments your partner wrote in Column 3.
5. Partners discuss your comments and experience.

While discussing your ideas with your partner, be sure to discuss whether this selection has changed your ideas or reinforced your ideas regarding whether all people are capable of immoral actions.