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Orchard Books, 1991
Summary: A student's conflict with a teacher gets blown out of proportion as more people become involved.
Level: R-L: 6-8; IL:6-12
Themes:
- constitutional rights of students
- patriotism
- appearance vs. reality
ActiviActivities:
1. Compared to most novels, Nothing But the Truth lacks a narrative plot and traditional methods for developing characterization. To help you better understand the characters, answer the following questions:
a. Many problems in the novel are further complicated by characters who jump to conclusions or act impulsively. They fail to gather the necessary information. Find six such incidents citing page numbers. What question(s) should the character have asked before making the decision" Where could he/she find the answer(s) to the question(s)? How might this information have changed his/her behavior.')
b. Other characters have hidden agendas: the reason they give for their actions is not the real reason. Identify four characters with hidden agendas. What reason do they give for their behavior" In your opinion, what is the real reason for their actions? "
c. Because this novel lacks the typical, sequential plot, the reader receives information on a character in apiece-meal fashion. If you are working individually , select one character who under goes a change in attitude or behavior. Skim the novel to gather information on your character and cite the pages where you find this information. Then write a character sketch. If you are working with a group of students, have each member of the group select a different character. Complete the activity and have each member read his/her character sketch aloud to the group. Finally, react to other students' writing.
2a. Read about students' First Amendment rights by studying famous court cases (see the rights of students in resources below). What legal precedents support Philip's right to behave as he did? Cite the court cases and explain their relevance.
b. Compare/contrast Philip's story with the story of Susan Shapiro as described in Nat Hentoff's non-fiction book, American Heroes: In and Out of School, pages 6 - 10 (see resources). You will want to consider their motives and the consequences of their actions. In your opinion, was their behavior justified? Give specific reasons to support your opinion.
c. What is patriotism? To answer this question, study the essays on this subject in American Values: Opposing Viewpoints. Compare/contrast the views presented in these essays. Then create your own definition of patriotism. Use this definition to judge the actions of characters in Avi's novel, the actions of students whose stories are told in American Heroes: In and Out of School, and the high school students who won Maine's Intellectual Freedom Award in 1992 (see resources). In your opinion, to what extent do these students demonstrate patriotism?
3a. Although Nothing But the Truth is a fiction book, the author calls it a documentary novel. Why?
b. Tabloid news programs such as Current Affair and Hard Copy are criticized for mixing documentary footage with re-enactment of events using actors. Compare/ contrast a segment from one of the tabloid news shows with a segment from a documentary presentation on the McNeilI / Lehrer News Hour on PBS. How are they similar or different in content, the methods used to present information, and the factual accuracy of the presentation."
c, Watch Media Watch on PBS. How do the panelists critique the news? What segments are included in each weekly broadcast? Role play your own version of Watch Media Watch. Discuss how the media in Nothing But the Truth handled the controversy over the National Anthem. Videotape the presentation and show it to parents, other students, etc.
d. Think of a controversial issue in your school or community. Collect information on the issue by viewing television news broadcasts and reading newspaper articles. Interview students, teachers, and/or prominent people in the community to determine the opposing viewpoints. Then present an unbiased presentation of both sides of the issue in one of the following formats: a newspaper article, a radio broadcast, or a videotaped documentary.
Resources
Bender. David L., editor. American Values: Opposing Viewpoints. Greenhaven Press, 1989.
Chapter 5 titled 'What is Patriotism?" presents opposing opinions on this subject. Among the authors are Robert A. Heinlein, Ralph Nadir and Henry Steele Commanger.
"High School Students Receive Intellectual Freedom Award " The Maine Entry. Summer 1992. p.7.
This article from the cooperative publication of the Maine Library Association and the Maine Educational Media Association gives the details of an award given to Massabesic High School students who fought for their First Amendment rights.
Hentoff, Nat. American Heroes: In and Out of School. Delacorte, 1997.
This book tells the stories of high school students and adults who fought for their rights. Included in the book is the story of Susan Shapiro, a Massachusetts girl who refused to stand during the National Anthem.
Hentoff, Nat. The Dav Thev Came to Arrest the Book. Dell, 1992.
Should The Adventures of Huckleberry Finn be banned? Hentoff presents a balanced view of both sides of the issue in this fiction book. The role of high school students in this debate is emphasized.
Price, Janet R., Levine, Alan H. and Cary. Eve. The Rights of Students: The Basic ACLU Guide to a Student's Rights. Southern Illinois: University Press, 1988.
This work answers a number of questions associated with students' rights. Dress codes, the First Amendment. search and seizure, and corporalpunishment are a few of the many issues addressed in this book.
Prepared by Marilyn Joyce, Steams High School, Millinocket
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