The Giver
March 3, 7, 8, 9, & 10, 2006
Keller Auditorium
Run Time: 70 Min.
By Lois Lowry, Adapted for the stage by Eric Coble
Study Guide prepared by Stan Foote and Marianne Sweeney
SYNOPSIS
The Giver is an unconventional hero’s tale of a young man, Jonas, whose world is already perfect. Utopia has been
achieved. Everything is under control. There is no war, no hunger, no fear, and no pain. People live in safety. There are
no choices. Every person is assigned a role in the Community.
Jonas has lived 12 years in this perfect world. Now he is singled out to receive special training from The Giver. The Giver alone holds the memories of the
true pain and pleasure of life. The Elders rely on the wisdom of the Giver to make the right choices for the Community. As the Receiver, Jonas, training to
succeed the Giver, will be living by a completely different set of rules and he will know things that others, even his friends and family, cannot know. Our
hero is called to a life of feeling. It is a desperately lonely and painful existence. The last person selected for this job failed. Jonas discovers that there is
more to life than “the here and now.” As his understanding grows, so does his perspective. He can see what the people in his community are missing.
By eliminating all color and vivid experience from this imaginary utopia, Lowry allows us to experience the intense pleasures and pain of seeing and
feeling snow, sun, sunburn, sunsets, height, depth, the horror of war, and the warmth and love of extended families celebrating holidays together, as
Jonas does for the first time. The result is that Lois Lowry’s story ingeniously restores the reader’s passion for living fully.
ABOUT THE
AUTHOR
“I try, through writing, to convey my passionate awareness that we live intertwined on this planet and that our future
depends on us caring more, and doing more, for one another.” Lois Lowry
Twice Newbery Award winning author Lois Lowry was born March 20, 1937 in Hawaii. The middle child of three was
born to a military family and has lived all over the world. After graduating from the University of Southern Maine, Lowry began to write professionally.
A mother of four children, Lowry has published over twenty novels. The Giver is the first novel of a trilogy that includes Gathering Blue and The
Messenger. In all of these three novels Lowry speaks to the same concern: “the vital need of people to be aware of their interdependence, not only with
each other, but with the world and its environment.”
THE BIG IDEAS
The Giver has captured the imagination of a generation since it was first published in 1993. It is rich with topics for
discussion, essays and speeches. Your class will enjoy exploring this world that is similar to our own. However, while
reading the book they will make disturbing discoveries, along with Jonas, that illuminate the differences between our
world and his. We take for granted the vibrancy and diversity of our lives because we experience it from birth. The
Giver presents a world of sameness without color, choice, freedom, history, human rights or privacy. - Stan Foote
1. A perfect world: It is appealing to imagine a perfect world; but because we are human we cannot create such a perfect society without losing the very
things - such as passion, color, memory, grief, joy, and love - that make us human, or as our director, Stan Foote says, “The Giver illuminates the fragile
vibrancy of our lives.”
Teacher to Teacher: Fifth graders, eighth graders, high school and college students still believe, on some level, that
a perfect society is possible. The teacher often serves as the “Giver,” helping them understand what has gone before so that their idealism is tempered
by knowledge and their energies become focused on striving for a better society as adults. - Marianne Sweeney
2. Lack of freedom and choice: Jonas’ community has few personal freedoms and limited choices in life. Their occupation, family, clothing and way
of life are all chosen for them. (Chapter 13, pg. 99)
Jonas: “We really need to protect people from wrong choices.”
The Giver: “It’s safer.”
“Yes,” Jonas agreed. “Much safer.”
3. Lack of emotion: Through training (discipline and fear of release), socialization and medication, Jonas’ community has suppressed and damped
their emotions. (Chapter 16, pg. 126)
Jonas nodded. “I liked the feeling of love…. I wish we still had that…. I do understand it wouldn’t work very well. And that it’s much
better to be organized the way we are now. I can see that it was a dangerous way to live.”
4. Sameness: Jonas’ community has evolved into a place where sameness is valued and to draw attention to differences is rude. (Chapter 13, pg. 103)
The Giver: “Life here is so orderly, so predictable-so painless. It’s what they’ve chosen.”
5. History: The Giver uses historical memories to guide the community when they ask for his advice. (Chapter 14, pg. 112)
Jonas: “But why can’t everyone have memories? I think it would seem easier if memories were shared....”
The Giver sighed. “You’re right,” he said. “But then everyone would be burdened and pained. They don’t want that. And that’s the real
reason The Receiver is so vital to them, and so honored. They selected me and you- to lift the burden from themselves.”
6. Precise Language: One of the doctrines of Jonas’ community is “precise language.” In instances the language is imprecise and some words mask
reality to distance the community from the real meaning. (Chapter 16, pg. 127)
Jonas: “Do you love me?”
His mother: “… you used a very generalized word, so meaningless that it’s become obsolete.”
NEW FROM OCT!
Scene from Eric Coble’s
new script for The Giver,
is available to teachers
online at www.octc.org/
study_guides.htm
DOWNLOAD
A SCENE FROM THE GIVER FROM OCT’S WEBSITE
As you build curriculum and classroom activities for pre and post field trip, OCT is pleased to provide a key scene
from our world premiere script. You can access the scene online at www.octc.org/study_guides.htm. Here are ways
you might use the scene to promote student learning:
• Stage the scene as a classroom activity, either before or after seeing the play.
• Discuss Coble’s script and compare and contrast it with the same scene in the novel, asking students to analyze
the choices the playwright made.
• Employ either or both of these activities prior to students writing their own scene from another section of the
novel, illuminating for students how scripts are formatted, and giving them an opportunity to discuss and learn
about plot, character voicing and dialogue structure.
INTEGRATING THEATRE IN THE CLASSROOM
This is a collection of activities, which may be done after the class has read the book, The Giver, and before
they see the play. - MS
From the Director: The Community Lois Lowry describes in The Giver is very specific in its structure.
The very first step in adapting this book for stage is to imagine The Community. The book gives us many
clues to what it looks like; how it operates; the make up of the population; its resources; interactions with
other communities; technology; infrastructure and lives of the people in The Community. In order to fully
understand all of the elements, we need to break it down and compare it to where we live, our community,
our country and our world. This will inform us on how to design the set, costumes, special effects and
sound. - Stan Foote
BEFORE
THE PLAY
INTEGRATING THEATRE IN THE CLASSROOM
DEFINE JONAS’ COMMUNITY: RESEARCH
Session 1: 15 min. for
instruction and set up
Session 2: 40 min.
work time for groups
Session 3: 30 min.
for groups to present
findings to the class
If you have a limited amount of time Define Jonas’ Community can be a complete pre-performance
activity.
Benchmarks
E:R:WM
E:R:LI
E:R:IC
E:W:SI
E:W:WC
E:COMM:DAW
Ask each student to prioritize the top three or four topics that s/he would find most engaging to research, by
numbering them 1-4. Collect the papers and use them to divide students into interest-based work groups for the next
session.
Materials
• a classroom set of the
book, The Giver
• a list of Topics for
each student
• butcher paper
• felt markers (different
color for each group)
• tape
• post-it notes or flags
to mark pages
• paper
• writing implements
Session 1: Set up. Distribute a paper to each student with the list of Topics of Exploration (below) and a place for
their name at the top. Explain that the next day students will be going through their copies of the book collecting information
on different aspect of this utopian community, exploring the book like a detective searching for concrete evidence and
supporting all research with page references.
Topics of Exploration (some may be combined):
• Apparel, agriculture, food and basic necessities
• Buildings or spaces, public and private
• Communication: person to person (precise language), government to the individuals
• Education system
• Government and rules/methods of enforcement
• Landscape: list all landmarks, number of dwellings (Don’t forget the areas Jonas travels while escaping The
Community.)
• Life schedule: the milestones of life from Newborn to Release from the House of the Old
• Population numbers, jobs and hierarchy of the jobs
• Recreation
• Rituals
• Science and medicine
• Technology and transportation
Session 2: Research. Post the groups by topic.
Ask: “What does this Community look like? How does it function?”
Each group meets together. They spend 20 min. exploring the book like detectives searching for concrete evidence and
supporting all research with page references. It is a good idea for each member of the group to take a chapter or two to
complete this in the limited time, taking their own notes silently. Groups then spend the second 20 min. discussing what
they found and transferring their findings to a piece of butcher paper, which they mount around the room at the end of the
session.
Session 3: Present research.
A speaker from each group the presents its findings as shown on the butcher paper. This is the research for the artistic design
teams in the Create Jonas’ Community on Stage activity.
BEFORE
THE PLAY
Prep Time: 30 min.
• Session 1: 10 min.
• Session 2: 40 min.
to 1 hour to create
designs, with the option
to double it if teams are
working well and energy
is high
• Session 3: 20- 30 min.
for Teams to present
designs to the class
Benchmarks
E:R:WM
E:R:LI
E:R:IC
E:L:LF
E:W:WC
E:COMM:CSI
E:COMM:BME
E:COMM:DAW
E:COMM:ERV
E:COMM:AIU
M:CAL:EST
M:MEAS:UT
SS:H:USH
Materials
• the research on Jonas’
Community (still up on
butcher paper around
the room)
• instructions for each
team, as given below,
either printed for each
student, or posted in
different areas of the
room
• paper
• more butcher paper
• pens, pencils
• rulers
• a classroom set of the
book, The Giver.
INTEGRATING THEATRE IN THE CLASSROOM
CREATE
JONAS ’ COMMUNITY ON STAGE
23
1
Session 1: Set up
1. Explain the whole project (See Integrating Theater in the Classroom, above) and the plan to submit the work of
the Teams to OCT for display.
2. Divide your class into four Artist Teams: (See instructions for forming interest-based work groups in Define
Jonas’ Community: Session 1: Set Up, previous page.)
• Playwrights
• Set designers
• Costume designers
• Lighting/sound/special effects designers
3. Using the research compiled in Define Jonas’ Community, create a script or a design for the specified sections of
chapters 10 and 11 of The Giver. A design can consist of a combination of drawing, description of the materials, and the way
in which they function.
Session 2: Create
Instructions for playwriting team:
1. Decide what scenes are needed to tell the story and list them. Example:
Scene 1 - Jonas is playing catch with Asher and the apple turns red.
Scene 2 - Jonas and family share dreams.
Scene 3 - Jonas escapes.
2. Write a three-minute scene of Jonas entering The Giver’s dwelling. Remember to honor the book by using as much of
Lowry’s language as possible.
Instructions for costume design team:
1. Double check research for all mentions of apparel in the book.
Example on page 45: Jonas watched and cheered as Lily marched proudly to the stage, became an eight and
received the identifying jacket that she would wear this year, this one with smaller buttons and, for the first time,
pockets, indicating that she was mature enough now to keep track of her own small belongings.
2. Discuss color choices with set design team. Your costumes need to stand out on their set.
3. Sketch three costumes: the Giver, Jonas and the female attendant who sits outside the Giver’s dwelling.
Instructions for set design team:
1. Find the physical description of the interior of the Giver’s dwelling. This description will tell you how the room looks and
functions.
Example on page 74: …this room’s walls were completely covered by bookcases, filled, which reached to the ceilings.
2. Research all the action that takes place in the Giver’s dwelling.
Example on page 147: Jonas watched the video screen above the row of switches. Its blank face began to flicker with
zigzag lines; then some lines followed by the date and time.
3. Discuss color choices with the costume design team. The costumes should stand out and not disappear on or blend in
with your set.
4. Start drawing! Remember this is the space where all the memories are given. How does the bed turn into a sled? Or battle field?
Instructions for lighting, sound and special effects team
1. Your design job is to create Jonas’ first memory of sliding downhill on a sled.
2. Consult with the set design team and playwriting team about how they envision that moment.
3. Using the dialogue supplied by the playwriting team, design the sound, lights and special effects for this moment.
Remember this is not film. How do we take the audience on Jonas’ journey?
Session 3: Present
Each team reads their scene or presents their design to class.
BIOGRAPHY
STUDY GUIDE BY STAN FOOTE & MARIANNE SWEENEY
Stan Foote has been Oregon Children’s Theatre’s Artistic Director since 1998. An advocate for theatre education, Mr. Foote
works with school districts to help integrate theatre into the classroom. He has taught acting classes locally for 27 years as
well as directed shows for many area theatres, including OCT and ART.
Marianne Sweeney received her MA in Philosophy and Education from Teachers College, Columbia University in New
York City. She taught and worked on curriculum development at Riverdale Grade School, Portland, Oregon for thirty
years. Since retirement, Ms. Sweeney has served as a contributing editor for an elementary science lab manual.
RESOURCES
All quotations from The
Giver are referenced
using the paperback
edition published by
Dell Laurel-Leaf in
September 2002.
RESOURCES FOR OCT’S THE GIVER STUDY GUIDE ARE AVAILABLE
AT WWW.OCTC.ORG/STUDY_GUIDES.HTM
Thoughts on Freedom
• Download this collection of quotes from the OCT website. Also available from The Quotations Page at:
http://www.quotationspage.com/subjects/freedom/
BEFORE
THE PLAY
Class Time: 30 min.
Benchmarks
E:R:WM
E:R:MC
E:W:KT
SS:CG
Materials
whiteboard space,
overhead projector or
chart paper to record
random responses and
reformulate them into
a two column list.
DISCUSSION:
A PERFECT WORLD
-
UTOPIA
Teacher to teacher: If you should choose not to read the book before coming to the play, have this discussion to prepare
your class. This discussion may also be used to introduce the book. Keep all the responses generated in this discussion for
possible use later. - MS
1. Ask: “If you had the power to make the world a perfect place, what would it be like?” (Record all responses on
whiteboard or overhead. Students will say things such as: People would be nicer. There’s be no crime, There’d be no war,
There’d be no illness, People would be happy and safe… etc.)
2. Then focus students a bit more by asking: “I see you’ve mentioned several problems
here. Just what problems would you try to eliminate? “Now list the problems they
mentioned before in a column and add ones they offer to make the column longer.
Your list may look something like the list to the right:
Problems
Murder
Poverty
Stealing
Illness
Hunger
Accidents
Drug Addiction
War
Methamphetamine
3. Then say, “If you could start over, on another planet, or in a place far away, how would you organize your new community
to prevent or eliminate each of these problems? Let’s start by describing what that perfect place would be like with each of these
problems eliminated.” You might wind up with a list similar to the one below. Save this list for after the play.
PROBLEM
A WORLD IN WHICH…
Murder
no one is angry enough or crazy enough to kill
Stealing
everyone has enough so no one wants to steal
Hunger
everyone has enough food
Drought
there is enough rain to grow crops all the time
Drug addiction
drugs are only available through pharmacies
Laws are broken
people who break the law are changed/reformed or put away so they cannot harm people
Illness
all people are healthy
4. Then say, “In the play we are going to see, a perfect society has been created and has been in place for at least a century.
As you watch the play, think about what is good and what is missing from this perfect world.”
AFTER
THE PLAY
Class time, benchmarks
and materials in next
column on flip page.
DISCUSSION/WRITING/PRESENTATION JIGSAW
Use these follow-up questions and the information below to stimulate discussion writing and speaking about the Big Ideas.
1. 20 min.
Whole class discussion of Big Idea #1 – A Perfect World.
2. 5 min.
Distribute & collect “half-sheets” to assign students to interest-based discussion groups around Big
Idea topics 2, 3, 4, 5, and 6.
3. 10 min.
Make group lists during teacher prep.
4. 30-40 min. Discussion Groups meet. Each person makes notes for part of a presentation to the class on this topic.
5. 20 min.
The five Discussion Groups present their ideas and conclusions to the whole class, in some cases
inviting continued discussion.
6. 5 min.
Revisit Step 1 and ask, “Is it possible to create a Perfect World?”
1. A Perfect World. Post or distribute the student-generated list you saved from the Before the Play activity entitled:
Discussion : A Perfect World – Utopia (Problems/A World in Which….)
• Say, “Let’s look at our list from before. Were these problems solved in Jonas’ Community? How?”
• Add a third column to the posted list, using chart paper or the whiteboard to list the ways in which Jonas’ community
eliminated these problems.
• Say, “This ‘perfect society’ turned out to be something less than wonderful. So much so that Jonas risked everything
to change it. Each of you will work in a group to consider and discuss one of these disturbing aspects of this ‘perfect
community.’ (Distribute the half-sheets.) Please write your name on this half-sheet and indicate your first, second
and third choice of topic, so you will be in a discussion group on a topic you are interested in.”
2. Lack of Freedom and Choice. Jonas’ community has few personal freedoms and limited choices in life. Their
occupation, family, clothing and way of life are all chosen for them. (Chapter 13, pg. 99)
Jonas: “We really have to protect people from wrong choices.”
The Giver: “It’s safer.”
“Yes,” Jonas agreed. “Much safer.”
This is radically different from our American ideal of personal liberty. Benjamin Franklin and others warned the founding
fathers:
“They that can give up essential liberty to obtain a little temporary safety deserve neither liberty nor safety.”
Benjamin Franklin (1706 - 1790), Historical Review of Pennsylvania, 1759
(Continued on flip page...)
AFTER
THE PLAY
Prep 30 min. + 10 to
make groups
Class Time: 90 – 110
min.
Benchmarks
E:R:WM
E:R:LI
E:R:IC
E:R:MC
E:W:KT
E:W:SI
E:W:WC
E:COMM:CSI
E:COMM:BME
E:COMM:DAW
E:COMM:ERV
E:COMM:AIU
SS:CG
SS:E
SS:H:USH
Materials
• The 2-column list
resulting from A Perfect
World activity
• Half-sheets of paper
with Big Ideas 2-6
listed on them (1 for
each student)
• Discussion Guides for
Big Ideas 2-6, 6 copies
of each (Made from the
materials below)
• Copies of the U.S.
Constitution available
for reference
DISCUSSION/WRITING/PRESENTATION JIGSAW
...Continued from flip page.
American History – Citizenship Connection: In 1787 the founders of the United States of America were crafting a plan for
a new kind of government so that the people of this new country might live in a better more perfect society than any group
of people had enjoyed before. The introduction, or Preamble, expresses this desire.
“We the People of the United States, in Order to form a more perfect Union, establish Justice, insure
domestic Tranquility, provide for the common Defense, promote the general Welfare, and secure the
Blessings of Liberty to ourselves and our Posterity do ordain and establish this Constitution for the
United States of America.”
(NB: In the original, “defense” is spelled “defence”, and is not capitalized. - MS)
After they made their plan for government, known as the Constitution, the founders were still concerned enough about
personal freedoms that they drafted the first ten amendments, known as The Bill of Rights, and pledged that the new
Congress would pass them as soon as they came into session the first time, which they did. The first one reads as follows:
The First Amendment
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise
thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to
assemble, and to petition the Government for a redress of grievances.
• Why did the people who created Jonas’ community decide that “freedom” and “making choices” were
dangerous?
• What did the people gain by giving up their freedom?
• What personal freedoms are you willing to give up to have a safe and secure life?
• How is our community balancing government controls with individual freedoms?
• How has this balance changed over time?
• Does our community need more or fewer rules?
• Do people need to be protected from wrong choices?
• When is it right to break the rules?
Pocket-sized copies of the U.S. Constitution may be purchased in bulk at a discount from the American Bar Association website:
http://www.abanet.org/abastore/index
3. Lack of Emotion. Through training (discipline and fear of release), socialization and medication, Jonas’ community
has suppressed and damped their emotions. (Chapter 16, pg. 126)
Jonas nodded. “I liked the feeling of love…. I wish we still had that…. I do understand it wouldn’t
work very well. And that it’s much better to be organized the way we are now. I can see that it was a
dangerous way to live.”
• Why did the Elders decide that experiencing emotions would be dangerous?
• What was the purpose of sharing dreams at breakfast and the day’s experiences at dinner?
• What methods do we use to suppress our emotions?
• How are we encouraged to suppress our emotions?
• Does it make our lives more comfortable to suppress our emotions?
• Does it make our lives better to suppress our emotions?
• In what ways do other cultures express their emotions differently than we do?
4. Sameness. Jonas’ community has evolved into a place where sameness is valued and to draw attention to differences
is rude. (Chapter 13, pg. 103)
The Giver “Life here is so orderly, so predictable-so painless. It’s what they’ve chosen.”
• Would knowing that every day will be the same as the next be comforting?
• Without pain do we really experience pleasure? Without sadness do we really experience happiness?
• Is diversity a liability or an asset to a community?
5. History. The Giver uses historical memories to guide the community when they ask for his advice. (Chapter 14, pg. 112)
Jonas: “But why can’t everyone have memories? I think it would seem easier if memories were shared....”
The Giver sighed. “You’re right,” he said. “But then everyone would be burdened and pained. They don’t
want that. And that’s the real reason The Receiver is so vital to them, and so honored. They selected me
and you- to lift the burden from themselves.”
• What importance does memory serve to guide individuals? Communities? Nations?
• How does our society employ memory or history to guide decisions?
• Should we use memory or history more or less?
• How are memories exploited?
6. Precise Language. One of the doctrines of Jonas’ community is “precise language.” In instances the language is
imprecise and some words mask reality to distance the community from the real meaning. (Chapter 16, pg. 127)
Jonas: “Do you love me?”
His mother: “… you used a very generalized word, so meaningless that it’s become obsolete.”
• How and why does Jonas’ society misuse some words to distance itself from the realities of their world?
• How and why does our society misuse some words to distance the realities of death, bodily functions, aging,
politics, war, etc.?
LOIS LOWRY IN PERSON!
CONTACT US
This study guide, resources and additional materials are available online
at www.octc.org/study_guides.htm. Additional study guides may be
mailed to you upon request.
Thursday, January 26, 2006
at 7:00 P.M.
First Unitarian Church
1011 SW 12th Ave., Portland
Tickets: $10 adults, $5 students
503.228.9571
600 SW 10th Avenue / Suite 313
Portland, OR 97205-2724
503-228-9571
www.octc.org
BENCHMARK CONNECTIONS
E:R:WM
English: Reading: Word meaning
E:R:LI
English: Reading: Locating Information
E:R:IC
English: Reading: Interential
Comprehension
E:R:MC
English: Reading: Making Connections
E:L:LF
English: Literature: Literary Forms
E:W:KT
English: Writing: Knowledge of Topic
E:W:SI
English: Writing: Structure Information
E:W:WC
English: Writing: Word Choice
E:COMM:CSI
English: Communitcation: Convey
Supported Ideas
E:COMM:BME
English: Communitcation: Beginning,
Middle and End
E:COMM:DAW
English: Communitcation: Descriptive
Accurate Words
E:COMM:ERV
English: Communitcation: Eye Contact,
Rate, Volume
E:COMM:AIU
English: Communitcation: Acquire,
Interpret and Use Information
M:CAL:EST
Math: Calculation: Estimation
M:MEAS:UT
Math: Measurement:Units and Tools
SS:CG
Social Sciences: Civics and Government
SS:E
Social Science: Economics
SS:H:USH
Social Science: History: US History
Lois Lowry will discuss The Giver and
the role that story and the arts play in
the development of youth. Selected
scenes from OCT’s world premiere
will accompany her talk.
Define Jonas’
Community:
Research
Create Jonas’
Community on
Stage
A Perfect World:
Utopia
All Activities are coded for Oregon benchmarks from Oregon Department of Education website: www.ode.state.or.us
Discussion/Writing/
Presentation Jigsaw