The Fight for What’s Right

Essential Questions: What is injustice? What does it mean to be American? How can we combat prejudice?

Do-Now: Theme Anticipation Guide (5 minutes)

Project or distribute the Theme Anticipation Guide and have students indicate whether they agree or disagree with each statement.

Preview text features. (3 minutes)

Study the images and captions as a class. Ask students what they find interesting or surprising.

Preview vocabulary. (5 minutes)

Project the Vocabulary Words and Definitions and review as a class. Highlighted words: appalled, aptitude, discrimination, gallery, integration, petition, segregated, triumphant, unconstitutional

• Read the “As You Read” box on page 18.
• Assign parts and read the play as a class.
• Break students into groups to discuss the following questions.

Close-Reading Questions

• In Scene 1, the secretary at Westminster School says that Sylvia’s cousins may enroll, but that Sylvia and Jerome may not. Aunt Sally says, “Either all of them will go to school here, or none of them will.” What does this statement reveal about Aunt Sally’s character? (character) By giving up the chance to send her own kids to the better school, Aunt Sally shows that she is loyal to her family and sticks to her convictions. She refuses to benefit from an unfair system.
• In Scene 4, when Sylvia asks about reading and learning math, Miss Wilson says, “You don’t need to. I am teaching you something more useful.” What does this statement tell you about the quality of education at Hoover? (inference) It shows that students at Hoover are not getting a good education; they are not learning academic subjects.
• In Scene 7, why does Mr. Marcus look triumphant when he finishes questioning Mr. Harris? (inference) Mr. Harris’s statement that Mexican students are “not as smart” as white students is outrageous. It shows that Mr. Harris is deeply prejudiced and can’t be relied on to make informed decisions about the welfare of students. In getting Mr. Harris to make this statement, Mr. Marcus has strengthened his argument against segregation by exposing Mr. Harris’s racism.
• In Scene 7, Mrs. Hughes states that keeping Mexican children separate “tells them they are not wanted.” Where in the play can you find evidence to support this statement? (text evidence, text structure) In Scene 3, when Sylvia and the other kids are discussing how they’re treated by the school system, Virginia says, “I guess we’re not worth the trouble.” It’s clear that she doesn’t feel valued.
• In Scene 8, why do Sylvia’s parents have tears in their eyes? (character, inference) Sylvia’s parents are feeling powerful emotions—joy, relief, pride. Their hard work has improved their children’s prospects, as well as the prospects of countless other children.

Critical-Thinking Questions

• In the epilogue, you learn that many people continued to oppose school integration after the Mendez v. Westminster trial ended. Based on details in the play, what reasons might such people have had? You can infer that Mr. Harris wasn’t alone in his view that schools should be segregated. Also, parents like Miguel’s father might have feared negative consequences for supporting school integration.
• Today, Sylvia travels around the country telling her family’s story. Why is it important for people to learn about the Mendez family’s struggle? Learning about the efforts of the Mendez family to put an end to unjust practices reminds us that we, too, can take action and put an end to injustice. Sylvia’s story also reminds us that access to a good education should not be taken for granted.

• Project or distribute the Video Discussion Questions and preview them as a class.
• Watch the video Beyond the Story.
• Respond to the questions in small groups.

• Have students independently read “How to Be a Changemaker” on page 23.
• Come back together as a class and discuss the following critical-thinking questions.

Critical-Thinking Questions

• Based on the examples in the text, what does it mean to be a “changemaker”? Answers may vary. Students should give definitions similar to: A changemaker is an activist—a person who notices a problem or a need in society and takes action to solve that problem or meet that need.
• What personality traits would be useful for a changemaker? The text says that anyone can be a changemaker. There’s no need to be particularly outgoing or have strong leadership qualities. What all changemakers do need are strong convictions and an understanding of their own strengths and how they can best use them. Self-confidence and courage would be useful too.

• Return to the Theme Anticipation Guide and discuss: What in the text supports or challenges students’ responses? Have any students changed their positions based on what they read?
• Have students work independently or in small groups to complete the activity Theme: Anyone Can Change the World. This activity will prepare students to respond to the writing prompt. For alternate culminating tasks, see the boxes below.