CULTURAL CHARACTERS

Georgia Standards

South Carolina Standards

Key Vocabulary

Materials

• Printed photos
• Index cards and pencils
• Music and sound source

Instructional Design

Opening/Activating Strategy

Classroom Tips: This activity works best in an open space with room for students to move. 

• Begin by playing music from the region or culture that students are studying (e.g., Latin American music) quietly as you pass out the images (photographs).
  • Each student should have one sheet of paper with two images, an index card, and pencil.
    • The first picture is of two people engaged in an activity. The name of the country or event should be written at the bottom of the photo. One of the people should be circled so you can pair up the students to act out the scene later. 
    • The second picture is of a prominent figure who played a key role in the event or culture, a governmental act or natural disaster, geographical landmark, religious or governmental strife in the corresponding to the event or country of choice. The photo should be titled with the reference to the event, landmark, etc.
  • Have students write their name in the top right hand corner of the index card.
  • Ask the students to closely observe the person that is circled in the top photo. 
  • Ask questions for them to more deeply embody their character.
    • They should list the following on the left hand side of the card:  Character’s name, character's age, home country, how does the character feel about what is happening or who is pictured in the second photo and how is it affecting them and their people? 
    • What is the character’s greatest fear?  
    • What is the character’s greatest dream? 
    • Encourage students to use descriptive phrases and relevant details and facts from the unit of study to complete the card. 
• Provide time for students to pair-share or share responses with the class.

Work Session

• Tell students that they will be writing a monologue in the first person introducing themselves as the person in their photograph.
  • Tell students that a monologue is a speech by a single character in a play, film, or other dramatic work. Monologues are often used to give the audience deeper insight into the character's motivations and feelings. 
  • Tell students to turn the card over and write a monologue in the first person introducing themselves as the character and including all of the elements on the front side of the card.
    • Tell students to make sure to summarize the paragraph with their character’s greatest dream for themselves and their country.   
    • Turn up the volume of the music while students are writing. Give them a set amount of time to write. This could also be a longer exercise or assignment that they bring in the following class period.  
  • When everyone is finished writing, introduce the next section. 
  • Tell students, “Today we are going to learn about the ______ period through the eyes of its people. Each of you have been brought here to help us explore this time. Welcome!”
  • Tell students, “Using a voice different from your own, the voice of the character in the picture, on a count of three, softly but out loud, tell me what you had for breakfast this morning.  Now sit like your character sits, different from yourself. Imagine your character is wearing an article of clothing that you don’t have on. On a count of three adjust that article of clothing.”  
  • Next, ask a student to walk to the front of the class as that character would walk.  
  • Once they get to the front of the classroom, ask them to pick one person to tell their story to. Ask the student to look at this person as they are telling their story.  Have them read their character’s monologue aloud. 
  • If you desire or time permits, you can open the floor up for questions so the other students can interview the character. Let the class know that they can openly discuss the issues at hand and help the character answer questions that they might know the answers to.
• Now, tell students to find the classmate who has the other character depicted in the photograph on their page. Pass out two index cards to each pair.
  • Have students read their monologues to each other practicing embodying the character they have created. 
  • Students should then discuss the historical context from the photographs and establish each of their character’s points of view. 
  • On each card, students should write a sentence in the first person with the first thing their character wants to say about the context/event depicted.
  • When you say “action,” students bring the photo to life using improvisation.
  • Beginning with the first line they previously generated on their index card, students should improvise a scene between the two characters discussing the context/event. 
  • Say “freeze!” and have students return to their seats.

NOTE: Instead of improvising scenes, students can write a script for their scene and present it to the class.

Closing Reflection

• On the back of their index cards students should reflect on the process and how both embodying their character and listening to another character’s point of view helped them gain a deeper understanding of the historical context/event.
• Allow students time to share with the whole class.

Assessments

Formative

Teachers will assess students by observing students’ responses to class discussion around photographs in the opening strategy, consulting with students during the writing process, and observing students’ work with their partners creating improvisational scenes.

Summative

• Students can write a monologue in the first person using photography as inspiration that addresses all parts of the prompt.
• Students can use historical context and relevant facts to create a realistic first person account.
• Students can work collaboratively to improvise a scene with a partner to investigate a historical context or event.

DIFFERENTIATION 

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

 Ideas contributed by:  Susie Spear Purcell. Updated by Katy Betts.

Revised and copyright:  June 2024 @ ArtsNOW