MARTHA HUGHES CANNON: A WOMAN FOR ALL SEASONS

UTAH STATE CENTENNIAL PROJECT

Lesson Plans for Secondary Students

Each of the following five lessons could be used following discussion on the life of Martha Hughes Cannon, and could be integrated into existing curriculum:

Heroes:

Have students break into cooperative learning groups of four and spend five minutes brainstorming a list of their heroes, assigning one student to act as the recorder for the group. All groups will identify a reporter to report on the group's findings, while one student writes names on the blackboard. When all groups have reported, students will categorize their heroes by groups, i.e. sports figures, religious figures, parents, television stars, humanitarians, musicians, etc. The teacher will then discuss with the group the traditional definition of a hero as a person who acts unselfishly for the benefit of others, and as role models worthy of our emulation. Students will then write in their personal reflection journals and first categorize all names on the board as either heroes in the traditional sense, or as celebrities, and then write a personal reflection on "Qualities I admire in people who are heroes."

Final Product:  Students will write a narrative paper telling the story of a person they know who they believe is a true hero, and what they did to earn this status.

Biography:

All students will select a biography of their choice to read on a person living or dead who has made a contribution to society in some way. Students will be assigned due dates on their reading and will complete a T-square on their biography of: FACTS LEARNED and BIG IDEAS OR CONTRIBUTIONS.

On an assigned day, students will meet for small group book shares where they will each tell the group the story of the person they read about, with an emphasis on their contribution to society. Students may ask questions at the conclusion of each report. A recorder will record major ideas and each group member will report highlights to the whole class on a biography reviewed by another member of the group at the conclusion of the small group reports.

Personal Heritage Paper:

The teacher asks the class to brainstorm qualities or traits they think are part of the American identity, and answers are listed on the board. A discussion then takes place on our shared identity and opportunities as Americans, and how our diversity is a unique aspect and strength of the American character and experience, and that we all have something to contribute. Students would then discuss our pioneer heritage and the unique heritages we all enjoy as Americans. Appropriate folk tales, myths, journals, history, etc. could also serve to extend and enrich the learning experience. Students would then embark on an opportunity to take on the persona of an ancestor, and research as much information as possible about that person. They would interview relatives, perhaps read journals and diaries, look at genealogy, etc. This project would involve much planning, note taking, organization, practice interviewing classmates, etc., and would result in the writing of a final paper which would tell the unique story of an ancestor as they became an American, a Utahn, or a pioneer. Students would also research the history of the period in which their relative lived, and would write a history including what was happening in the scientific world, music world, world of ideas, etc., before creating the final paper. Students could also read folk tales, fairy tales and myths from their personal heritage. Using the history, notes from research and interviews, etc., the student would then write a narrative paper as if they were that person. This assignment could be implemented at any level of complexity, including an entire quarter of background search and preparation for the final paper, or as a more simple writing assignment. The final step would be to have students share their story with their family at a family gathering, reunion, etc., and to reflect on and discuss their roots and where they came from. Additional activities could involve writing, binding and illustrating these stories as books, to be shared with younger students as they start their own stories.

Philosophy of Life Paper and Ways We Contribute:

Students will discuss qualities they consider to be important in a life lived well, as well as the different strengths individuals have that make us unique. They will write a philosophy of life paper reflecting on ways they've lived life meaningfully or have tapped into special talents and abilities and have contributed to society or to helping others.

Service Project:

The teacher will discuss with the class the importance of giving service to the community as part of being a good citizen. The class will discuss the idea of a class service project and determine if they want to work together as a class on a community service project, in small groups or independently. They will create an action plan and timeline for their project, with teacher approval. At the conclusion of their service students will write a personal reflection on "What I learned and how I contributed to the community."

Before beginning this project students will read about and study the life and contributions of Martha Hughes Cannon. After thinking about and discussing with the class her contributions and service, students will write a personal reflection on "The many ways there are for individuals to contribute to their community."