Problematic Situation for The Adventures of
Tom Sawyer
(1998 Dover Thrift Edition)
Purpose: This strategy will help students to understand differing perspectives of
problems within a text. To help students see different problems and perspectives, the
teacher can set up an imaginary situation that students must solve. This strategy
utilizes problem solving and decision making skills, fosters social skills like empathy
and compromise, creates interest in a story situation, and connects text to student
priorities and values.
Rationale: Throughout the novel, Tom and Huck are faced with a lot of different
moral issues. Some of these issues are really dilemmas for the characters. As students
work through the hypothetical moral dilemmas they will understand that everyone’s
life experience leads them to different conclusions about what is right and wrong.
This strategy should help students understand and respect other people’s points of
view, and would best be used after reading the chapter “Dire Prophecy of the Howling
Dog” (pages 56-61). The activity will take about fifteen minutes plus time for
discussion.
Directions:
1. Briefly introduce the activity as a survey of opinions regarding the morality of
certain situations. Tell the students that they will first complete the moral
dilemma worksheet on their own, and that they will finish the worksheet in a
group later. Don’t tell them very much about the group portion of the
worksheet so that they will respond honestly rather than trying to guess what
others will think. Filling out the worksheet will take about five minutes. They
will rank the seriousness of the situations (1 being the most serious).
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2. Prepare the students for the group work part of the activity by informing them
of the ground rules. Remind them that respect and compromise are important
parts of group work and will be especially important in this activity.
3. Break the class into groups of 3 or 4.
The students will need to work together
to come to a consensus about the
rankings for the situations. Remind
them that compromise will be in order,
but that no one should surrender their
ideas just to maintain harmony in the
group. The students should be prepared
to explain the rationale behind their rankings. Give the groups about ten
minutes to discuss their individual rankings and to rank the situations as a
group.
4. After the students have completed the group ranking activity, bring the class
back together and compare the rankings of each group. Discuss with them
their overall experience in working together to form their group ranking as well
as why the rankings varied so much from person to person or group to group.
Assessment: Students will assess themselves, by writing on a 3x5 index card about
what they got out of the activity and rating their active and positive participation in
the activity. Prompt them with questions like “How did I do in the group? What
went well? What could I/we improved on?”
BYU Wardle 2008
Name_____________________________
Period_______
Moral Dilemmas
Instructions: Please rank the following situations by how serious you believe they are; the most
serious situation should be ranked number one. There is not necessarily a right or wrong answer.
You should complete this part of the assignment based on your personal feelings, but be prepared to
back up what you think.
Your Rankings:
1.
B. Chris wants to go to a concert very badly, but his parents have
told him he can’t go. He pretends to be spending the night at a
friend’s house, but really goes to the concert and then sleeps in
his treehouse when he gets back.
2.
3.
4.
C. Mark prides himself on being the smartest person in his math
class. During a test he is unsure of how to finish a problem. He
knows that he knows what to do but just can’t remember it at
the moment. He quickly looks at his neighbor’s paper to make
sure he is correct.
5.
Group Rankings:
1.
2.
3.
4.
5.
A. Sarah is a young girl from a poor family. She has a younger
sister who has terminal cancer. In an effort to make the sister’s
birthday (possibly her last) special, Sarah steals a doll from a
local store.
D. Abby has been fighting with her mother a lot lately. In an
attempt to make her mother appreciate her more she runs away
from home for three days. Her mother is very worried and
immediately calls the police.
E. Dave’s friend Megan has been very upset lately, and he really
wants to help her if he can. Megan makes Dave promise not to
tell anyone, and he agrees. Megan then tells Dave that her stepfather has been hitting her. Dave know he should tell someone
who could help Megan, but he doesn’t because he promised not
to.
F. Katie is desperate to fit in at school. In order to be a member of the coolest group
she pretends to have the same interests, values, and goals. When money comes
up, she lies about what her parents do for a living because she is embarrassed by the
truth.
BYU Wardle 2008