Post-Show Classroom Activity
Invite students to reflect and share their perspectives in this discussion activity themed to Jitney.
As always, please note that some steps of the activity may be condensed, eliminated, or extended based on the needs of your classroom.
Gamble, Grumble, Gossip
Activity Preparation
- Supplies
- Whiteboard to brainstorm or a digital post-it board visible to the entire classroom
- Writing utensils (physical or digital)
This activity will take approximately 30 minutes.
Learning Sequence
- Have students silently journal about their relationship to gossip. Some questions they may consider in their writing include: What makes people start rumors? Have you ever had a rumor started about you? How did it make you feel? Did it affect your relationships/reputation? Have you ever started a rumor about someone else? What motivated you to do so? (~5 minutes)
- Provide a blank whiteboard or a link to contribute to a digital post-it board. Ask students to go up and write a bit of gossip that was said about them or someone they know. (You can guide students to not provide rumors that pertain to anyone in the room, leave out any names, or other parameters, as you see fit.) (~5 minutes)
- Have students take turns reading the bits of gossip out loud. Ask for observations, questions, comments, keeping these questions in mind: How can gossip be a power play? Does the effect change when the information is true or untrue? Who is responsible for correcting the narrative? Does it need to be corrected? (~10 minutes)
- Prompt students to discuss how gossip and reputation came into play in Jitney. How did Youngblood choose to deal with the untrue rumors Turnbo spread about him? How was Becker affected by neighbors whispering about his son’s crime? Do you condone their decisions? What would you have done differently? (~10 minutes)
- Debrief with students: what advice would you give to someone dealing with the repercussions of gossip? (~5 minutes)
- This activity aligns with the following standards:
- Illinois Arts Learning Standards
- Anchor Standard 7: Perceive and analyze artistic work.
- Anchor Standard 8: Construct meaningful interpretations of artistic work.
- Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
- Common Core State Standards
- CCSS.ELA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- Illinois Arts Learning Standards