Common Read: All the Light We Cannot See
November Theme: Free Will and Making Choices Under Pressure
When is it important to do the right thing, even at great risk?
-
Thematic Quotes & Book Sections
- p. 74: Jutta listens to short-wave radio (staying informed against the state)
- p. 113: Werner smashes radio to protect Jutta
- p. 116: Werner jumping from the rafter as a test
- p. 171: Marie-Laure does not tell about the attic transmitter
- p. 189: "How do you ever know for certain that you are doing the right thing?"
- p. 223: Reference to "owning one's own life"
- p. 229: Frederick refuses to participate in torturing the captive
- p. 264: "Do not trust your minds"
- p. 407: Werner keeps the French transmission a secret
- p. 424: Werner hides a transmission
-
Building Class Community
Options:
- Read your class the section about Werner jumping from the rafter (p. 116). In a Think-Pair-Share or by anonymous electronic form, ask students: Have you ever done something you didn't want to, out of fear of rejection from a group? How does that experience compare to Werner's?
- Read the excerpt from p. 264. Ask: Are there times when you doubt your own thoughts? What actions do you take to feel more confident in your beliefs?
- Use Frederick's quote from p. 223 about "owning your own life" as a Question Prompt for a Question Formulation Technique (QFT) exercise. In small groups, have students generate their own questions based on this quote, and then rank the top 3 they believe are most meaningful to discuss. (Put all groups' top 3 on a slide and have the class upvote the top 2 questions.) Use those questions to discuss "owning one's own life."
Follow your selection of above activities with one or more of these options:
- Discuss how human connections can influence our own behaviors (for better or worse). Discuss the importance of finding connections with people who can accept you for who you are and not pressure you to make decisions you are uncomfortable with.
- Find ways that the discussion students had might connect to your course content. Are there disciplinary "greats" who had to think or act in ways contrary to popular belief to uncover new ground?
-
Social & Societal Connections
Options:
- Read the quote from p. 189. Ask the class: Have you encountered societal issues where it was difficult to tell what the right thing to do was, or where there seemed to be no good solution?
- Read the excerpt from p. 229. Have small groups discuss, then share out to the whole class: When have you seen others stand up for something despite great risk to themselves? What did you think about that stituation?
- Explain about Jutta's resistance by listening to the short-wave radio (p. 74). Using a Think-Pair-Share or a Chalk Talk, ask: Are there times when breaking the rules or the law is right?
-
Course Content Connections
Prior to tying the book and this month's theme to your course content, select a passage or quote from the list above (or find another from the book) to lead off the activity or connection to course content.
The following ideas are not exhaustive, but are meant to inspire:
STEM
- Female students in STEM majors face sterotypes and a chilly climate they must choose to resist if they remain in the major. See more.
- Resistance to authority may be a biological trait. See more.
Arts
- Art can be used as a method for serving or resisting authority. See more (artwork & questions provided).
- Some composers broke "musical rules" to create new and redefined styles of music. See more.
Humanities & History
- Moral philosophy explores meta-, normative, and applied ethics. See more.
- National neutrality during armed conflicts (e.g., Switzerland) raises important questions. See more.
Business
- Some claim that advertising subverts free will. See more.
- Whistle-blowing in organizations, including the decision to do so, has been researched. See more.
Social Sciences
- Milgram's famous study explored the effects of pressure to conform to authority demands. See more.
- Multiple studies have been conducted to determine the factors that impact decision-making under pressure. See more.
Education
- There are different types of authority that can be adopted in the classroom, and not all are as impactful. See more.
- Supporting student autonomy (the ability to make choices) is tied to motivation. See more.
Health & Medical Sciences
-
Reflection, Metacognition, & Insights
Consider offering these questions for students' consideration:
- Are you making the right choices for your time management, despite potential pressure from others in your life?
- Are you pursuing authentic learning instead of just completing assignments ("doing what you are told to do")?
- Did you complete this assignment because you had to or because you wanted to? What made the difference?
Consider also employing artificial intelligence:
- Have students prompt a generative AI engine (e.g., ChatGPT, CoPilot) to take on an authority or social role that pressures them, through different arguments, to do something unethical. Students can then practice resisting in different ways with their responses.
-
Connections to Instructional Practice
Students may resist our instruction for more or less legitimate reasons. Here are ways to diffuse resistance:
- Hold a "focus group" type of session, where you ask students what is going well and what suggestions they might make for improving the class. Make adjustments where you can and explain your reasoning when you cannot.
- Offer a menu or "bingo card" of activity options that students can select from to complete some learning activities.
- Permit students to complete assignments in a modality of their choice (e.g., a paper, a recorded presentation, an infographic, etc.).
- Provide students with a range of potential project topics from which they can choose (or approve any they might wish to suggest).
Teach students the art of civil disagreement and questioning:
- Use the ABCD (A Better Civil Discourse) method to discuss contentious topics and work toward potential solutions in class. (Braver Angels is working on shareable materials for this method.)
- Utilize the QFT method to help students generate and address their own questions around challenging topics.
-
Related CTE Events
- The Truth About Grading & Equity
Tuesday, November 5, 10:00 - 11:15
Sherrod Library, Room 433 - Flash Mentoring: Students as Co-Creators of the Course
Thursday, November 7, 11:30 - 12:00
Zoom
Register - Flash Mentoring: Giving Students a Sense of Control
Tuesday, November 12, 11:30 - 12:00
Zoom
Register - Common Read Book Reading Time & Discussion (Parts 8-10)
Thursday, November 14, 11:00 - 1:00
Sherrod Library, Room 433
See this website to find event & add to your calendar! - Alternative Grading Club
Monday, November 18, 2:30 - 3:30
Sherrod Library, Room 441
Register - Teaching First-Year Students Club
Tuesday, November 19, 11:00 - 12:00
Sherrod Library, Room 441 or Zoom
Register
- The Truth About Grading & Equity