--- title: "Digital Classroom-Ready Activities: Using Short Stories to Explore Othering and Students’ Experiences Today" description: "This lesson uses Ray Bradbury's short story \"All Summer in A Day\" to look at how easy it is to ‘other’ and the lasting impacts this has." image: https://facingcanada.facinghistory.org/hubfs/pasted%20image%200%20(2).png --- [![Home](https://facingcanada.facinghistory.org/hubfs/DXP%20Email/dxp-logo.svg)](https://www.facinghistory.org) ## Breadcrumb 1. [Home](https://www.facinghistory.org) 2. Facing Canada [![FacingCanadaBanner2_option2](https://facingcanada.facinghistory.org/hs-fs/hubfs/FacingCanadaBanner2_option2.png?width=1000&name=FacingCanadaBanner2_option2.png "FacingCanadaBanner2_option2")](https://facingcanada.facinghistory.org/) [Home](https://www.facinghistory.org/) > [Our Blogs](https://www.facinghistory.org/about-us/our-blogs) > [Facing Canada](http://onnetwork.facinghistory.org/) > [Digital Classroom-Ready Activities: Using Short Stories to Explore Othering and Students’ Experiences Today](https://facingcanada.facinghistory.org/teaching-othering) # [Digital Classroom-Ready Activities: Using Short Stories to Explore Othering and Students’ Experiences Today](https://facingcanada.facinghistory.org/teaching-othering) Posted by [Heidi Crowley](https://facingcanada.facinghistory.org/author/heidi-crowley) on April 27, 2020 **Grade Levels: 7-12** **Time: 1-2 hours ** [![pasted image 0 (1)](https://facingcanada.facinghistory.org/hs-fs/hubfs/pasted%20image%200%20(1).png?width=282&name=pasted%20image%200%20(1).png)](https://alchetron.com/All-Summer-in-a-Day) **Subjects: ELA and/or Social Studies** **Resources** - [All Summer in A Day short story](https://www.mukilteoschools.org/site/handlers/filedownload.ashx?moduleinstanceid=183&dataid=731&FileName=6-All-Summer-in-a-Day-by-Ray-Bradbury.pdf) - [All Summer in A Day character map](https://www.facinghistory.org/sites/default/files/Character_Map.pdf) - [All Summer in A Day student worksheet](https://padlet.com/erez_zobary/lwfnep9amom2glku)- ELA Specific - [All Summer in A Day student worksheet-](https://padlet.com/erez_zobary/lwfnep9amom2glku) Social Studies Specific   These past few weeks have meant many changes for all of us. Some of us - myself included - are scrambling not only to create course work for our students but to ensure it is meaningful and challenging as well.  This lesson uses a short story by Ray Bradbury to look at how easy it is to ‘other’ and the lasting impacts this has. Students are also able to use the text to explore both the good and the worrying things they are seeing and feeling in our communities.   ### Beginning the Conversation Safely Living through a time of global crisis is difficult; students need an opportunity to have a [brave space](https://www.facinghistory.org/resource-library/invitation-brave-space) to talk about their experiences and to have opportunities to both reflect and share collaboratively. I try to use FHAO’s [scope and sequence](https://www.facinghistory.org/scope-and-sequence) to ensure I can safely enter and exit tough topics with my students. As many of you know, it looks like this: ![pasted image 0-2](https://facingcanada.facinghistory.org/hs-fs/hubfs/pasted%20image%200-2.png?width=266&name=pasted%20image%200-2.png) ### **Lesson Activity** #### **Part I:  Exploring Students’ Experiences** [**1. The Individual & Society**](https://www.facinghistory.org/scope-and-sequence/individual-and-society): Using [Google Meet](https://meet.google.com/) or your classroom online discussion board, discuss with your students how the changes they have experienced over the last few weeks have affected them.  Here are some prompts I used:   [**2. We and They**:](https://www.facinghistory.org/scope-and-sequence/we-and-they) Continuing our discussion, one way people react to a crisis is to turn inward, find an *other* to blame and see the world as a competition between ‘us’ and ‘them’. Other people band together and become closer as a community.  We can explore students’ experiences of these human behaviours by asking: 1. Can you share an example of people in our communities who have responded to recent events by turning inward, blaming others, or choosing competition?  What examples can you share of people in our communities who have responded to recent events by banding together and growing their sense of community?  Some examples students might share include: 1. Hoarding [toilet paper,](https://www.theglobeandmail.com/canada/article-hoarding-toilet-paper-costco-readers-react-i-dont-see-it-as-selfish/) [racist acts](https://montreal.ctvnews.ca/selective-xenophobia-what-covid-19-is-teaching-us-about-who-we-target-when-it-comes-to-racism-1.4848134) and [slurs](https://www.cbc.ca/news/canada/british-columbia/racist-attack-no-frills-covid-19-coronavirus-mask-slur-1.5488923),  [reselling Lysol wipes](https://www.dailymail.co.uk/news/article-8111535/Canadian-couple-brag-making-70-000-selling-disinfectant-wipes-inflated-prices.html)… 2. [Acts of kindness](https://nationalpost.com/news/acts-of-kindness-during-a-pandemic-how-canadians-are-helping-each-other-amid-covid-19), [hearts in windows](https://nationalpost.com/news/acts-of-kindness-during-a-pandemic-how-canadians-are-helping-each-other-amid-covid-19), and [businesses helping to make sanitizer, hospitals gowns etc](https://www.nytimes.com/2020/03/21/style/coronavirus-masks-dov-charney-christian-siriano.html) 2. Why do we have such divergent reactions in times of crisis? What are ways we can encourage people to take the positive and inclusive approach rather than closing doors and minds?  3. Thinking about our Actions:  How do we make sure we work to care for those who are most vulnerable in our society? What might individuals or leaders do to support people experiencing crisis who live in other countries? 4. Each modern pandemic teaches us diseases do not see borders, so we need to think about safeguarding health in the same way. Create a working (i.e. unfinished) definition for the term **global health** as a class.  Create a [causal model](https://static1.squarespace.com/static/576825875016e1c8148e66a4/t/5a012590f9619a6d8f8aaa8e/1510024593384/Cheat+Sheet+5+-+Causal+Models.pdf) to describe the values, causes and outcomes that lead to global health.    Some responses might include:    #### **Part II: Deepening Students’ Learning through Short Story Exploration** [**3. Story**:](https://www.mukilteoschools.org/site/handlers/filedownload.ashx?moduleinstanceid=183&dataid=731&FileName=6-All-Summer-in-a-Day-by-Ray-Bradbury.pdf) Have students read the short story. When they are done, have them work on the character map and short story questions. [![pasted image 0 (2)](https://facingcanada.facinghistory.org/hs-fs/hubfs/pasted%20image%200%20(2).png?width=400&name=pasted%20image%200%20(2).png)](https://www.sutori.com/story/all-summer-in-a-day--HJ3LBWAR1SNxXSdAnDUiE2NH) [**4. Judgement, Memory & Legacy:**](https://www.facinghistory.org/scope-and-sequence/judgment-memory-legacy) The real crisis of the story is not only the thoughtlessness and cruelty of the children but also the length of time this act will impact Margot.  1.  Create a reflection (written prose, poem, collage, art piece, song…) which explains your view on what impact this will have on Margot’s life and on her classmates 2. Your piece should also explain if, and how you think reconciliation can be achieved. 3. Share and explain your work either on a [digital gallery walk](https://topr.online.ucf.edu/digitalizing-gallery-walks-method-student-centered-feedback-engagement/)( a new twist on the classic [in-class strategy](https://www.facinghistory.org/resource-library/teaching-strategies/gallery-walk)) with your class or through a google meet.   [**5. Choosing to Participate:**](https://www.facinghistory.org/scope-and-sequence/choosing-participate) I often think of this as my safe exit. I need this step to make sure the heavy topics we discuss and delve into do not leave my students feeling powerless. For this lesson, themes of inclusion and community are important. Margot was powerless to stop what happened to her. Here are a few ways for your students to use their new understanding of the power of working together through a crisis and the dangers of othering:   Topics: [English Language Arts](https://facingcanada.facinghistory.org/topic/english-language-arts), [Bullying and Ostracism](https://facingcanada.facinghistory.org/topic/bullying-and-ostracism), [Choosing to Participate](https://facingcanada.facinghistory.org/topic/choosing-to-participate), [Bullying](https://facingcanada.facinghistory.org/topic/bullying), [Empathy](https://facingcanada.facinghistory.org/topic/empathy), [Lesson Ideas](https://facingcanada.facinghistory.org/topic/lesson-ideas), [English Classroom](https://facingcanada.facinghistory.org/topic/english-classroom), [Lesson Plan](https://facingcanada.facinghistory.org/topic/lesson-plan), [Scope & Sequence](https://facingcanada.facinghistory.org/topic/scope-sequence) ![](https://facingcanada.facinghistory.org/hs-fs/hubfs/FacingCanada_Files/seattle.jpg?height=100&name=seattle.jpg) **Written by [Heidi Crowley](https://facingcanada.facinghistory.org/author/heidi-crowley)** Heidi Crowley works at Gray Academy of Jewish Education in Winnipeg, Manitoba. She has been a Middle and Senior Years Social Sciences teacher for two decades and in that time has seen her teaching practice transformed by Facing History and Ourselves. She is passionate about creating a classroom environment and activities that support the development of critical thinking and citizenship skills. ### WELCOME This is where Canadian Facing History and Ourselves teachers and community members meet to share reflections, scholarship and teaching practices that will inspire, challenge and improve teaching and student learning. Our stories provide a window into diverse Facing History classrooms in Canada, and invite you into the discussion. ### Subscribe to Email Updates Search this blog... 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