Lesson 10: Connections to History

What’s on for today and why?

            In this lesson students will see and make connections between Graceland and the Holocaust through analysis and photographic evidence.  They will also look at the scene metaphorically and determine an alternative meaning to “digging your own grave” and what that can do to a person through keep secrets.

            This will tie the novel into history, grounding it in context, something that is clear and true, while also getting them to become a bit more subjective and critical with the same piece of material.  This will make the students read one scene two different ways, drawing their attention on how they can use a historical lens to analyze the scene, or take a new critical approach.

What to do?

1.      Journal:

Assign journal from pages 158-159.  Students can read the passage quietly to refresh their memories.

Journal Prompt: The King is literally digging his own grave.  Is this suppose to be taken metaphorically?  If so, what is the underlying meaning?  Have you ever been in a situation where you felt as though you were digging your own grave?

2.      Connections to History:

Have two students volunteer to read this section like a script, the teacher can read the description.  Once the students read, as if this reminds them of anything; if it sparked their memories about any other events.  If no students reply, put one of the attached pictures up on the overhead. Ask if they know anything about the Holocaust.  Read an excerpt about mass executions and digging trenches related to the Holocaust.  Pass around photocopies of the photographs.  When a copy is in each hand of the students ask what are they doing with these photos (holding them).  Can we truly grab hold of The King’s story?

3.      Comparisons:

Ask the students what are the similarities and differences involved concerning the account in the novel and the photographs? A personal account versus photographic evidence.  Who is telling The King’s story?  If he is telling a story about himself and there are no witnesses is his story reliable? Is his segue into it believable, since he just admits his lie? Can we believe him now?  Is he story-telling/lying/telling the truth?   Can you ever really know for certain? How could we believe him?   Do we believe him?

4.      Back to Metaphor:

Draw the class’ attention to Pg 160 and Efua.  The King told his story and he’s moving on.  Why was he digging his own grave?  What he metaphorically digging it in some way?  Efua never told.  What can not telling do to a person?  How can that be related to digging your own grave?  What connects between Efua and The King are there?  Are they relevantly linked?

5.      Homework:

Read Chapters 17&18

 

How’d it go?

            If the students made most of the connects without your guidance, it is helping them refresh their memories on historical events.  If the students were able to make the connections about what it metaphorically means to dig your own grave, the students are interpreting. If the students teach you something new, or bring something new to your attention about the Holocaust executions or additional insight into this scene everyone wins!  If they can effectively link The King and Efua in some notable way backing up their argument through text, they are ready for textual analysis prompts and papers.

            This is a class participation activity that the teacher will assess in accordance to who said what, and who had thoughtful responses/analysis.