enrIchment GuIDe - First Stage GIVER explores individuality, choices, personal freedoms, and ethical responsibilities in a unique and powerful way. The main character of this story,

Please be sure to share this guide with all teachers who are taking their students to see this production. Photocopy or

download additional copies from www.firststage.org

School Dates:Jan. 26 – Feb. 25, 2007

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A play by Eric CobleBased on the book by Lois Lowry

The Maihaugen Foundation

For additional

materials, visit

www.firststage.org!

THE GIVER explores individuality, choices, personal freedoms, and ethical responsibilities in a unique and powerful way. The main character of this story, Jonas, lives in a Community where differences

are not allowed, choices are made for people, and precision in actions and language is enforced. Jonas has known nothing but sameness until he is granted the position of Receiver of Memories for his Community. This position allows Jonas to see, feel, and experience new things—and these experiences begin to make Jonas question and challenge the choices his Community has made and the way they live. The story of THE GIVER can serve as a catalyst for you and your students to begin questioning the world you live in, discussing choices and the responsibilities and consequences that go along with them, and establishing a personal code of ethics to live by.

Enclosed in this enrichment guide is a range of materials and activities intended to help you discover connections within the play throughout the curricula. It is our hope that you will use the experience of attending the theater and seeing THE GIVER with your students as a teaching tool. As educators and parents, you know best the needs and abilities of your students. Use this guide to best serve your students—pick and choose, or adapt, any of these suggestions for discussions or activities.

We encourage you to take advantage of the enclosed student worksheets—please feel free to photocopy the sheets for your students, or the entire guide for the benefit of other teachers.

Enjoy the show! Julia Newby Education Director 414-267-2971 [email protected]

a note to teachers and Parents

SettInG the StaGepreparing for the play

For teacherS: curriculum connections

before or after the play

InSIDe the GuIDe

Synopsis. . . . . . . . . . . . . . . 3-4about the author . . . . . . . . . .5additional reading . . . . . . .22Pre-Show Discussion . . . . . .5

SocIal StuDIeSat What cost, utopia . . . . . .7Designing utopia . . . . . . . . . .8Defining culture . . . . . . . 9-10Features of culture Student Worksheet . . . . . . . . . . . . . .11a historical Sense . . . . . . . .14make a Decision . . . . . . 17-19

ScIenceShades of Grey . . . . . . . . . .12

lanGuaGe artSconcrete Words, abstract Words and Just Plain nonsense . . . . . . . . . .13banned books-Should the Giver be banned? . . . . . . . . . . 15-16a look at lois lowry’s newbery medal acceptance Speech . . . . . . . . . . . . . . 22-23

artmemory box . . . . . . . . . . . . .17

mathour World numbers . . . . . .20Graphs . . . . . . . . . . . . . . . . .21

Post-Show Discussion Questions . . . .23Who Said It! . . . . . . . . . . . . .24

our World numbers . . . . . .25Who Said It! . . . . . . . . . . . . .26 after the play

this play contains mature themes and is not suitable for young people under age 10. We strongly recommend reading the

book before seeing the play.

anSWer Key

attenDInG the Play—GuIDelIneS For teacherSDiscuss proper audience behav-ior with your students. While applause and laughter, when appropriate, are appreciated and anticipated, unnecessary noise or movement by audience members can distract the actors and other audience members and affect the quality of the performance for everyone. It is very important that students understand how their behavior can affect a live per-formance. you, the teacher, and other adult chaperones for your group have the primary respon-sibility for being sure your stu-dents behave appropriately. We ask that chaperones sit among the students, and not together in a group behind the students. our ushers will react to disruptions and attempt to quell them, and we reserve the right to remove any student causing a distraction from the theater.

FIrSt StaGe PolIcIeSbecause of union regulations the use of recording equipment and cameras is strictly forbidden in the theater.

Food, drink, candy and gum are not permitted in the theater.

any portable radios brought to the theater by students will be kept by the house manager dur-ing the performance and returned to the group leader at the conclu-sion of the play.

there is no smoking in the the-ater, by order of the Fire marshal.

Should a student become ill, suffer an injury or have another problem, please escort him or her to the theater lobby and ask an usher to notify the house manager immediately.

In the unlikely event of a general emergency, the theater lights will go on and someone will come on stage to inform the audience of the problem. remain in your seats, visually locate the nearest exit and wait for First Stage ush-ers to guide your group from the theater.

SeatInG For PeoPle WIth DISabIlItIeS: If you have special seating needs for any student(s) and did not indi-cate your need when you ordered your tickets, please call the box office at (414) 267-2962 noW. our knowledge of your needs will enable us to serve you better upon your group’s arrival at the theater.

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The world of this story is one of perceived perfec-tion. Everything is under control in this Commu-nity—there is no war, no hunger, no fear, and no pain. People live in safety. There are no choices for them to make because every personal deci-sion is made for each member of the Community. This utopian world was created by taking control over everyone’s personal freedoms, and evolving to a life of sameness—where differences are not

allowed and only strict uniformity is tolerated. Community members’ occupations, family, clothing, and way of life are all chosen for them. To create this “perfect society”, the Community had to give up worldly things such as color, sunshine, snow, and

even large animals like elephants and bears. They also had to give up human emotion—pas-sion, grief, joy, and love—as well as historical memories.

Jonas has lived 12 years in this perfect world, knowing nothing else but the Community he is a part of, and the cultural values they adhere to. Jonas lives with his parents and his younger sister, Lilly, who is seven. His mother works at the center for Law and Justice, and his father is a Nurturer of new children at the Birthing Center. Although each family is only allowed to receive two children, Jonas’ father brings home a new child from the Birthing Center. This child, Gabriel, is very small and needs extra care and attention. If he does not begin to grow and support himself, he will be released. Jonas’ father brings Gabriel home in order to see if his family can help Gabriel grow and prosper before he is considered for release.

As a Twelve, Jonas is preparing for his Ceremony of Twelve—where all twelve-year-olds in the com-munity are bestowed their assigned role in the Community. Jonas is nervous because he does not know what job he will be placed into training for. Jonas’ friend, Fiona, is confident that everyone in their group of Twelves will be granted just the right assignment. However, Asher, Jonas’ best-friend, is less confident. Fiona feels security in her Commu-nity, and trusts that the Community makes choices for the best of each individual. Along with Jonas’ anxiety towards Ceremony of Twelve, he is also

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setting the stage: synopsisFirst Stage children’s theater • 325 W. Walnut St. • milwaukee, WI 53212 • tickets: 414-267-2962 • 06-07 Season • www.firststage.org

seeing unusual things going on around him. As Jonas tosses an apple around with Asher, the apple suddenly changes appearance—it turns the color red—but only for a split second. Jonas does not know what he just saw, as he has never seen the color red before. He recognizes how strange this seems, and tries to relate the experience to Asher, but Asher does not understand what Jonas is trying to tell him. Only Jonas sees the apple change. To add onto Jonas’ building tensions, a few nights before the Ceremony Jonas has a dream about himself and Fiona. In the morning, Jonas shares his dream with his family. His parents seem to be very concerned about this dream. Jonas’ mother explains to him that what he felt towards Fiona in the dream was a Stirring, and that everyone ex-periences Stirrings at one point in their life. Jonas is given a pill to get rid of these Stirrings, and for a moment, Jonas feels assured and safe in his world.

When it comes time for the Ceremony of Twelve, all the Twelves line up next to each other in order of their birth number. Asher, Jonas, and Fiona are all seated next to each other. Out of the three friends, Asher is called up to the Chief Elder first. He is assigned the position of As-sistant to the Director of Recreation, and thanked for his childhood. Jonas is next. However, the Chief Elder never calls his name. Instead, she moves on to Fiona, who is assigned Caretaker of the Old. At the end of the Ceremo-ny, the Chief Elder pauses to apologize to the Community for causing them anguish by not calling Jonas’ number. The Chief Elder explains that she decided to save revealing Jonas’ assignment for last. He is given the position of Re-ceiver of Memories—the highest ranked position in the Community, and one is granted very rarely. The last selection of Re-ceiver of Memories was assigned ten years ago, and that selection failed. Jonas was chosen for this high position because the Community feels he em-bodies all the qualities a Receiver must have: intelligence, integrity, and courage. The entire Community is filled with pride over Jonas’ assignment, although Jonas has no idea as to exactly what this assignment entails.

On Jonas’s first day of training as Receiver of Memories, he reads through his packet of instructions. The instruc-

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tions command Jonas to go for training at the end of each school day, every day. Jonas is not allowed to discuss his training with anyone, he is exempt from all rules govern-ing rudeness, he is forbidden to take any medications, he is not permitted to apply for release, and—from this point on—he may lie. As Jonas enters the room his training will take place in, he is greeted by an old man who he is instructed to call the Giver. The Giver explains that as the Receiver of Memories, Jonas will be responsible for retaining the memories of the whole world. Jonas

is unclear about what the Giver means by the “whole world”. It is his understanding that there is only his Community and only now. The Giver explains to Jonas that there is much more—all that is Elsewhere, and all that happened before their Community went to sameness. The Giver starts by transferring

one memory to Jonas—the memory of sledding down a snow hill. Jonas has never experienced anything like this before—he has never felt snow, or sunshine, or a cold chill run through his body.

As their training continues, Jonas experiences memo-ries—good and bad—of colors, elephants, war, and even starvation. One day, Jonas asks The Giver to let him have his favorite memory. The Giver gladly gives him the memory of a birthday party—one with cake, children running around, grandparents, and a house filled with love. Jonas had never felt love before, in fact, he cannot not even identify the feeling. He also does not know how to identify grandparents. In Jonas’ Community, when you reach a certain age, you are sent to the House of Old until you are granted release. Jonas has no concept of grand-parents, but once he understands who they are, and feels love for the first time, he tells the Giver that he wishes he were his grandparent. The Giver explains to Jonas that he feels the love of a grandparent for Jonas, and the Re-ceiver before Jonas’ time—Rosemary—he feels love of a parent for her. Rosemary was a strong and vibrant young lady who took her position of Receiver with the utmost pride and responsibility. However, once she discovered all that their Community was missing by living in a “perfect world”—love, passion, color, personal freedoms, choic-es—she could no longer be a part of the Community. So Rosemary applied for Elsewhere and was released.

The more memories Jonas experiences, the more he learns about how his Community controls personal free-doms, the more Jonas is against how his Community is

run and what they stand for. He wants to change his Community—he wants people to experience color and feel love, he wants them to be able to make decisions for themselves and feel what it is to be human.

All through Jonas’ training, Gabriel continues to live with Jonas and his family. However, Gabriel is not able to sleep through the night without Jonas caring for him, and he is still smaller than other children his age. All the workers at the Birthing Center, includ-ing Jonas’ father, decide Gabriel must be released. When Jonas tells this news to the Giver, he asks the Giver to show him what actually goes on at a releas-ing Ceremony. That day, The Giver shows Jonas his father releasing another new child at the Birthing Center. It is then that Jonas realizes what releas-ing is— euthanasia, or assisted death. Jonas must save Gabriel from being released the next morning. Jonas is not ready to escape from his Commu-nity—he does not have the skills or the knowledge needed to flee from the control of the Community. However, Jonas does not have a choice—Gabriel is scheduled to be released in the morning.

That evening, Jonas sneaks out of his house with Gabriel on his father’s bike. He meets the Giver, who transfers all of his knowledge and memories of escape and diversion to Jonas. He gives Jonas the strength to leave and form a new life with Gabriel.

When the Community discovers Jonas and Gabriel are missing, they immediately go after them. Jonas must use his memories, make sudden choices on his own, and trust in the knowledge he possesses. As they flee, it begins snowing. Gabriel is tired, sick, and hungry, and Jonas does not know if he has the strength to keep Gabriel alive. Jonas begins fearing he made the wrong decision by leaving the Community with Gabriel. However, he made this decision and now he must face the consequences. Just as Jonas begins to loose hope, he sees a light in the distance—it is a house he remembers, the house from the memory of the birthday party. He begins to feel love exuding from the house, and in the distance he hears music—for the first time in his life. Jonas and Gabriel are home.

setting the stage: synopsisFirst Stage children’s theater • 325 W. Walnut St. • milwaukee, WI 53212 • tickets: 414-267-2962 • 06-07 Season • www.firststage.org

setting the stage: about the author-Lois Lowry

First Stage children’s theater • 325 W. Walnut St. • milwaukee, WI 53212 • tickets: 414-267-2962 • 06-07 Season • www.firststage.org

Lois Lowry was born in Honolulu, Hawaii, on March 20th, 1937. Her father was in the military, so much of her youth was spent living in different places, including New York, Pennsylvania, and Japan. At the age of nineteen she was married and between 1958 and 1962 she gave birth to four children; Alix, Grey, Kristin, and Benjamin. Her family moved to Maine in 1963, and Lowry received a BA from the Universi-ty of Southern Maine. Today Lois Lowry lives in Cambridge, Massachusetts, with her dog Bandit.

Lowry said in her Newbery Medal acceptance speech that The Giver was partly inspired by living in Japan when she was a young girl. She has published novels known for ex-pressing realistic life experiences. Lowry believes that her books vary in content and style, but that all of her books es-sentially deal with the importance of human connection.

Lois Lowry is the author of more than 30 books for young people. Her first book, A Summer to Die For, was awarded the Reading Association’s Children’s Book Award. Lois Lowry was honored with the Newbery Medal for two of her books, Number the Stars in 1990 and The Giver in 1994.

The Giver is part of a trilogy of books that also includes Gathering Blue and Messenger. She also wrote the Anastasia Krupnik book series, Autumn Street, and Rabble Starkey. Gossamer is her newest book.

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setting the stage: pre-show Discussion Questions


1. What is one of the happiest memories of your life? Why is this memory so meaningful for you?

2. Has there ever been a time in your life when you felt like none of your friends understood something going on in your life? Why do you think they didn’t understand? How did it feel to not be able to rely on them for support?

3. Who is an adult mentor in your life—someone older than you who knows how special you are and believes in your potential? How did this adult become a mentor to you, and why is this relationship unique and different from other relationships in your life?

4. What is your favorite color? Why do you feel a connection with that specific color? What images does this color make you think of?

5. Do you remember a time when you felt like someone wasn’t being truthful with you? How did you react? Were you able to forgive that person or was your relationship permanently damaged because they lied to you?

6. Can you recall the first time you saw snow? What did it look, smell, taste, and feel like? What memories and images does snow invoke in you?

suggested readingFirst Stage children’s theater • 325 W. Walnut St. • milwaukee, WI 53212 • tickets: 414-267-2962 • 06-07 Season • www.firststage.org

Additional Books by Lois LowryGossamerGathering Blue (second book in The Giver trilogy)Messenger (third book in The Giver trilogy)A Summer to DieNumber the StarsFind a Stranger, Say GoodbyeAutumn StreetTaking Care of TerrificThe Silent BoyLooking BackRabble StarkeyUs and Uncle FraudStay! Keeper’s Story

Other books for suggested reading:City of Ember by Jeanne DuprauThe House of the Scorpion by Nancy FarmerGregor the Overlander by Suzanne Collins

For Free Brochure call 414.267.2970www.firststage.org

First stage theater academy

Photos by Maureen Hartjes

a professional theater training program for young people ages 3-18.

Fall, winter and spring classes (8 week sememsters, wednesday or saturday classes)

Fall: september 30–november 22winter: January 20–March 14

spring: March 24–May 23Full week spring Break session also available april 9–13

Classes at the Milwaukee Youth Arts Center and at University

Lake School in Hartland

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“Sameness” is mentioned frequently in The Giver. All the members of Jonas’s community follow an identical and uniform lifestyle. Competition has been eliminated, climate is controlled, and choices are made for the members of the community. By not allowing people to make choices, the wrong choices are never made and, therefore, no one in the community ever suffers or feels pain. Theirs is a community in which everyone works together, for the common good. However, when all experiences are regulated, many wonders of the world—even simple ones, like colors—are eradicated.

Answer the following questions, and discuss them with your class.

1. What are the advantages of living in a society of sameness?

2. What are the disadvantages of living in a society of sameness?

3. In what ways do our differences make us distinctly human?

4. Does a “utopian” society justify the loss of diversity?

at what cost, utopiasociaL stuDies stuDent worksheet


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Designing utopiasociaL stuDies stuDent worksheet


What do you imagine the ideal society would look like? Here is your chance to examine your personal ethics, beliefs, and priorities and develop your own, unique utopian community.

Include the following components in the description of your ideal society.

1. Name Your Utopian Society! Choose a creative and appropriate name to represent your new society. Explain what the name of your society means or represents, and why you chose the name.

2. Create a Motto and Seal for Your Utopian Society Create a motto and design a seal that depicts the principals and values that your ideal society stands for. The motto and seal should represent ideals that the members of your society are expected to live by.

3. Declaration of Independence Write a brief statement describing your reasons for founding this utopian society. Include specific things you dislike about your current society, and why you feel the need to develop an “unspoiled” society. Refer to the U.S. Declaration of Independence for inspiration.

4. List of Rules Design a list of ten clear and specific policies that all members of your community must follow. Include a rationale for each rule.

5. Daily Itinerary Develop daily schedules for three different members in your community. How do these community members spend their day? Include job related activities, as well as the other daily commitments of these members.

6. Advertisement Design an attractive advertisement for your utopian society that will influence people to move to this society and become a part of the community.

Culture is a system of beliefs, values, and assumptions about life that guide behavior and are shared by a group of people. It includes customs, language, and material artifacts. These are transmitted from generation to generation, rarely with explicit instructions.

The Community in THE GIVER has a culture that is drastically different from that of the United States’. When the Community decided to create their “perfect world”, and went to sameness, many changes were made that affected their culture. Through training, socialization, and medication, the Community learned to suppress and dampen their emotions and personal freedoms. They were forced to reform to a new culture, one without any roots grounded in their pasts.

Activity 1. Have students individually complete the Features of Culture worksheet. Allow students at least ten minutes to go through this assignment.

2. After filling out the worksheet, have students form small groups and compare their responses to the worksheet. Have students explore the following questions in their small groups: a. Were your responses to the questions exactly alike? b. What differences did you find among responses? c. How can you explain the differences?

3. After allowing students time to discuss their worksheets in small groups, bring the class back together and explain to them that their responses to the worksheet questions were partially shaped by the culture in which they were raised. Make the point that if these questions were given to students from another culture, their answers would be different because they have grown up in a different culture.

4. Write the definition of culture (listed at the top of this page) on the board and read the definition out loud. Hold a discussion about culture with students, exploring the following questions: a. How do you think you learned your culture? b. How do you think your culture has shaped you? How has it influenced your values, preferences, and beliefs? c. Despite the differences in culture in our class, what are some things that everyone in our class has in common? d. How does culture shape the way we see ourselves, others, and the world?

5. Discuss how the culture of the Community in THE GIVER is different that the culture of the U.S., or even the culture of Milwaukee, or your classroom. Explore the Features of Culture worksheet from the point of view of a young person living in the Community of THE GIVER. What differences are there between our culture and their culture, and how have these differences shaped THE GIVER Community? 6. If time permits, continue with an exploration of The Context of Culture. On the board, write the definition of context: the circumstances in which a particular event or action occurs. In reference to culture, context refers to the often unwritten rules or norms that have evolved and become a part of a group’s expected behavior in various situations. a. Provide students with examples of some of our unwritten rules of culture: i. In an American movie theater, people are expected to line up quietly to buy

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Defining cuLturesociaL stuDies cLass activity


Continued on next page

their tickets. It is considered rude to cut into that line. ii. In public transportation, such as on buses and subways, people rarely talk to others they don’t know. This is considered to be a way of respecting people’s right to privacy.

7. Ask students for some examples of things they would never want their friends to do in the presence of their parents. Ask why a particular behavior would be considered unacceptable. Ask if this rule is written down anywhere, or whether one just knows it. Ask for examples of things they would never want their parents to do when they are in the presence of the students’ friends. Ask why a particular behavior by the parents would be considered unacceptable. Again, ask if this rule is written anywhere, or whether they just know it. a. Explain that if you “just know” a rule, it is considered to be a cultural norm. b. Explain that just as there are cultural norms at home, in school, in their community, and in the country, there are cultural norms in other countries, as well. c. Have students share different cultural norms from other countries that they are aware of.

8. Explore some of the cultural norms of the Community in THE GIVER, such as the Ceremony of Twelve, the suppression of stirrings, the ceremony of releasing. How are these cultural norms different than our cultural norms, and how have their cultural norms shape the Community in THE GIVER? a. What does our culture value? What does the community in THE GIVER value? How are these values different, and how do they shape each community’s culture and cultural norms? b. What values or cultural norms of the Community in THE GIVER do you wish your community possessed, and why? What values or cultural norms of the Community in THE GIVER are you thankful that your community does not possess, and why? How do you think Jonas, Fiona, and the Giver would respond to these questions?

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Defining cuLturesociaL stuDies cLass activity


Defining cuLturefeatures of cuLture sociaL stuDies stuDent worksheet


1: Styles of dress: 16. Concept of fairness:

2. Ways of greeting people: 17. Nature of friendship:

3. Beliefs about hospitality: 18. Styles of how men and women dress:

4. Importance of time: 19. Commonly eaten foods:

5. Well-known paintings or artists: 20. Common greetings towards friends and family:

6. Important values: 21. Facial expressions and hand gestures:

7. Well-known books or pieces of literature: 22. Concept of self:

8. Beliefs about child care and child raising: 23. Work ethic:

9. Attitudes about personal space and privacy: 24. Religious beliefs:

10. Beliefs about the responsibilities of children and teens:

25. Religious rituals:

11. Gestures to show you understand what has been told to you:

26. Concept of beauty:

12. Holiday customs or traditions: 27. Rules of polite behavior:

13. Well-known music: 28. Attitude towards age:

14. Well-known styles of dancing: 29. The role of family:

15. Well-known celebrations: 30. General worldview:

Directions: for each feature of culture, think or one example common to people in the United States, or Wisconsin. Provide an example for each feature of culture to the best of your ability.

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shaDes of greyscience cLassroom experiement


Jonas has the capacity to “see beyond”. Unlike the other members of his community, he sees flashes of color suddenly appear in their grey world. Jonas first perceives color while throwing an apple back and forth with Asher. The apple “changes” from grey to red for only a moment, and Jonas is the only one who perceives the change.

How does color change our perception of things?

Classroom Experiment:1. Pass around the class a high quality black and white copy of an attractive color print of a famous painting, contemporary scene, or magazine (suggestions: Monet’s San Giorgio Maggiore by Twilight, c.1908; Warhol’s Marilyn Monroe, Pink; Dali’s Landscape With Butterflies; O’Keefe’s Oriental Poppies, 1928; Chagall’s Concert; Chagall’s Rosenstrauss; Chagall’s Amoureux au Soleil Rouge, 1952). Use 8x10 or 11x14 inch sizes, if possible.

2. Ask the students to interpret the black and white picture. What is the story the picture is telling? Ask them: What interests you about the picture? What do you see in the picture? How does this picture make you feel?

3. After discussing the black and white picture in detail, pass around the color version of the picture. (Ensure the black and white picture and the color picture are the same size.)

4. Now, ask the students to interpret the color print. What is the story this picture is telling? Again, ask them: What interests you about the picture? What do you see in the picture? How does this picture make you feel?

5. Discuss with the class how color changes our awareness—or our interpretation—of the objects in a scene. Ask the students: What did you see in the color picture that you did not see in the black and white one? How did your feelings about the picture differ when the picture was black and white and when it was in color?

6. Brainstorm how color effects our emotions. Ask students what the color “red” represents, and how it makes them feel. Go through other colors in this same manner.

7. Examine the “grey” world of The Giver. Ask your students what affect seeing only shades of grey had on the community in The Giver. Can the lack of color influence people’s moods, relationships, work ethic, or passion? If so, how would they change?

8. In groups of four or five, have the students research the following topics: the nature of color and of the spectrum; how the human eye perceives color; what causes color blindness; what causes the body to react to any stimulus. Have the groups report their research to the class.

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concrete worDs, abstract worDs anD Just pLain nonsenseLanguage arts cLassroom activity


The Community Jonas is a part of follows a system of speech referred to as “precise language.” Words that are overly generalized or do not have one exact meaning are considered imprecise and, therefore, are not allowed in their vocabulary. Words that hold highly emotional or expressive connotations are also regarded as imprecise. In the creation of a perfect world, many things—both concrete and insubstantial—were lost. Jonas’ Community has never known of snow, elephants, colors, or the sun. Even many tangible things are meaningless to them.

The ability to recall a word depends on how meaningful the word is to a person. Along with the meaningfulness of a word, the “concreteness” of a word is important for memory. Concreteness refers to the ability of a word to form a mental image. A word with high concreteness is easy to “see”; a word with low concreteness—an “abstract” word—is difficult to visualize.

Activity1. Ask students to place one blank sheet of paper and a pencil on their desks.

2. Explain to the students that in a moment a list of words will be read to them. Their job is to close their eyes and simply listen to the words. After the list of words has been read out loud, students will open their eyes and write down as many of the words from that list that they remember. Allow students a few minutes to recall the words from the list and write them down, then proceed to the next list of words. a. Begin by reading the CONCRETE WORD list: Alligator—apple—arrow—baby—bird—book—butterfly—car—corn—flower—hammer— house—money—microscope—ocean—pencil—rock—shoes—table—window b. Next, read the ABSTRACT WORD list: Anger—belief—boredom—chance—concept—effort—fate—freedom—glory—happiness— honor—hope—idea—interest—knowledge—mercy—mood—moral—theory—truth c. Finally, read the NONSENSE WORD list: Ator—botam—crov—difim—firap—glimoc—ricul—hilnim—jolib—kepwin—leptav—lumal— mib—peyrim— ipsaw—stiwin—tubiv—vopec—yapib

3. After going through all three lists of words, explain to the students that the first list they listened to was a list of concrete words, the second was a list of abstract words, and the third was a list of nonsense words. Ask students to describe the differences between the three lists of words, and ask students which list they were able to recall the most words from, and why.

4. Discuss with students that our ability to recall a word depends on how meaningful the word is to a person. Which list of words had the most tangible meaning to them, and why? How would the Community of THE GIVER score on each list of words, and why? a. If students are familiar with the story of THE GIVER, have them create a CONCRETE, ABSTRACT, and NONSENSE WORD list that would be applicable to THE GIVER Community. How would their lists differ from the lists of words the students heard? What words that we may consider to be concrete or abstract would be nonsense words to their Community?

a historical sensesocial studies class Discussion/activity


I don’t know what you mean when you say “the whole world” or “generations before him”. I thought there was only us. I thought there was only now. –Jonas

The Community of THE GIVER is made up of here and now. There is no reference or understanding of the greater world around them, or the development of this world—the rise and fall of civilizations, events that helped to shape cultures and societies, the prospects of discovering new territories, new ideas, and new ways of thinking. Jonas, and his entire Community, have a narrow perspective of what makes up their world and, ultimately, who they are and where they have come from.

Activity1. Ask your students to define the word history—what comprises the study of history and what makes a historical event worth studying and having knowledge of? 2. Read the following quotes from history teachers and professors to your students:

One should learn from the study of history about the major events, ideas, and individuals that have shaped the modern world. This knowledge is needed to be an intelligent, thinking, effective person in today’s world. It is also needed to enable one to make decisions as a member of a democratic society. This background knowledge I would call a foundation for democratic participation. –Sam Wineburg

History educations in the deepest sense. Of the subjects in the secular curriculum it does the best in teaching those virtues once reserved for theology—the virtue of humility, in the face of our limits to know; and the virtue of awe, in the face of the expanse of human history. –James D. Wolfensohn

History remains a central feature of the school curriculum for these reasons: History shows us what it means to be human; History improves judgment; History provides instructive examples; History makes us better thinkers; History supports common cultural understanding and dialogue; History satisfies a need for identity; History gives pleasure; Studying the past is preparation for the future. –Beverly Southgate

3. Ask students to identify reasons for why they think we study history? Do they agree with any of the reasons for studying history stated in the quotes, or do they have different or additional reasons as to why we study history?

4. Have the class reexamine Beverly Southgate’s quotation. Split this quote into eight separate pieces:

History shows us what it means to be human; History improves judgment; History provides instructive examples; History makes us better thinkers; History supports common cultural understanding and dialogue; History satisfies a need for identity; History gives pleasure; Studying the past is preparation for the future.

Place students into eight small groups, and provide each group with one of these points Southgate uses in her justification as to why we study history. Have students explore these points in detail, by providing an explanation to their portion of the quote, as well as evidence to support it.

5. Once students have researched and explored their phrase, have them share what they have come up with as a group with the entire class. These small groups presentations may be used to spark additional conversations about the importance of history and why we study history.

6. For more insight on Beverly Southgate’s quotation, refer to the following link: http:// studentsfriend.com/onhist/uses.html

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banned books-should the giver be banned?

Language arts class Discussion/activityFirst Stage children’s theater • 325 W. Walnut St. • milwaukee, WI 53212 • tickets: 414-267-2962 • 06-07 Season • www.firststage.org

“When Lois Lowry began writing children’s books more than 20 years ago, it never occurred to her that someone might try to ban them. Since then, eight of her books have been challenged in schools and public libraries across the country. One, THE GIVER, ranked No. 11 on the American Library Association’s most frequently challenged books of the 1990s.” -Thurston Hatcher, CNN.com Writer

Activity1. Begin by starting a discussion with the class about the definition of censorship. What is censorship? Why are things such as books, pieces of art, television shows, and movies sometimes censored? Who makes the decision of what is censored and what is not?

2. Ask students whether they know the difference between a book that is challenged and one that is banned. If they are unclear of this difference, in small groups have them use the internet to research challenged and banned books. a. Have students come up with a list of challenged books and banned books. Have they ever read any of these books? Why do they think these books were placed under a challenged or banned book list?

3. Many supporters of censorship argue that some books expose children to issues that are too “adult”. Ask students what they think “too adult” means? Who should decide what is “too adult” for a young person to handle? Who should decide what a young person should read or watch on television or in the movies?

4. Ask students whether they think a book and its messages could influence someone to make bad decisions? Why or why not? What about television shows or movies? Why or why not? a. If time permits, have students research on the internet cases of books, television shows, or movies being blamed for the negative decisions and actions of young people. Ask your students whether they agree with the verdict of these cases or not, and why.

5. Write Amendment One of the United States Constitution on the board, or place it on an overhead projector screen. Have students read Amendment One out loud.

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.

Ask students to identify what part of this Amendment protects us against censorship? In what instances does Amendment One not protect us?

6. If students are familiar with the story of THE GIVER, ask them to imagine if Lois Lowry were told to change THE GIVER by taking out all references to stirrings, Gabriel, birthmothers, and release. How would the story change without these elements? Would it still be the same story? Why or why not?

banned books-should the giver be banned?

Language arts student worksheetFirst Stage children’s theater • 325 W. Walnut St. • milwaukee, WI 53212 • tickets: 414-267-2962 • 06-07 Season • www.firststage.org

After learning more about banned and challenged books from class discussions, do you think THE GIVER should be banned from your school’s, or community’s, library? What are your reasons for wanting or not wanting to ban this book from your community?

Some reasons people have for wanting to ban books are: • Children might be exposed to something too “adult” for them. • Some books might influence people to do bad things. • Parents should be able to decide what their child can and cannot read.

Some reasons people have for not wanting to ban books are: • The freedom to read is a Constitutional Right. • Authors should be able to fully express themselves creatively. • Young people should be responsible to make their own decisions about whether to read a book or not. • Decisions about books should not be made by one particular group of people for everyone else.

In the space below, write a letter to your school librarian explaining why you feel THE GIVER should or should not be banned from your school. Make sure to fully support your beliefs with facts and details. Also, remember to take into account other people’s views on banning or not banning THE GIVER.

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Jonas’ community is not allowed to make personal choices or decisions, for fear that they may make the wrong choices. Therefore, all personal freedoms are denied for the Communities protection. Activity1. Have students get into pairs, and pose the following question to them: If you had to choose between a million dollars, a continual supply of the newest gaming consoles and video games, or one wish, which would you chose? Allow students five minutes, or so, to come to a decision. Once students have finished exploring their choices, have them present their choice to the class.2. Explain to the class that what they just did was called decision-making. Discuss how the students arrived at their decision, and what things they considered in making their decision.

i. Go through the FOUR primary steps in decision making with students: 1. Name the problem (figure out what the real problem is) 2. List your choices (write down all the possible choices, good and bad) 3. Compare the choices (if you did each one, what would happen next?) 4. Choose the best answer (choose the one you know is right)3. Place students into small groups of four or five. In these groups they will go through a Consensus Decision-Making exercise. This activity was originally designed by the National Aeronautics and Space Administration (NASA) to train astronauts prior to the first Moon landing.

4. Pass out copies of the included handout to each small group, and allow students thirty minutes or longer to go through this exercise.5. Once each group has had ample time to explore their options and make decisions based on their given situation, gather the class back together and go through each groups choices and how they worked together to come to their decisions.

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memory boxart classroom activity


make a Decision-its more difficult than you think!

social studies class activityFirst Stage children’s theater • 325 W. Walnut St. • milwaukee, WI 53212 • tickets: 414-267-2962 • 06-07 Season • www.firststage.org

The Giver’s job is to transmit all the memories of the whole world to the Receiver—Jonas. To Jonas, there is only the present. But the Giver teaches him that there is much more: there are the memories of the entire world, memories of events that occurred before society went to “sameness.”

1. As a class, discuss what it would be like to live without memories. What would it be like to not have grand parents, or to not know anything about the history of the world? How would not having the information contained in memories effect social, technological, or political progress?

2. Ask each student to think of their favorite memory of their life, so far. Have them write a paragraph about this event—making sure to include specific details, and describe why this memory is so special to them. 3. Have each student bring a shoebox, or gift box, into class. Using materials such as wrapping paper, construction paper, and magazines, let the students decorate their boxes. The boxes should symbolize or illustrate the mood or events of each student’s favorite memory.

4. At home, have the students collect personal objects that represent or remind them of their memory. Have them place these objects in the box.

5. After the students have filled their memory box, have them share their boxes and their memories with a partner. Give each pair five minutes to share their boxes with each other, and ask questions pertaining to their partner’s memory box. After the five minutes are up, have the students switch partners. If time permits, allow the students to share their memory box with everyone in class.


survival on the moon-small group student worksheetFirst Stage children’s theater • 325 W. Walnut St. • milwaukee, WI 53212 • tickets: 414-267-2962 • 06-07 Season • www.firststage.org

The Situation:You are a member of one of two space details assigned to the mission ship “Galaxy”, which was originally scheduled to make contact with its mother ship, “Angel”, on the lighted surface of the Moon. However, due to mechanical difficulties, the Galaxy was forced to land on the dark side of the Moon—over 200 miles away from the meeting point with the Angel. During piloting and landing, some of the crew and the Captain died. Much of the equipment aboard the ship was damaged. No one knows for sure how long the ship’s life support systems will last because all gauges broke. Survival for the remaining crew is critical—you are part of the remaining crew.

Listed on your other handout are the 15 items left intact and undamaged on the ship after landing.

Your task—first individually, and them as a team—is to rank the order of the 15 items from the most important for survival to the least important for survival.

Procedure: 1. Each team member should rank each item individually—in order from greatest to least important.

2. The full team should come together to discuss and debate each team member’s ranking of the items, and the reasoning behind their ranking order.

3. The group should attempt to compromise and come to an agreement on a final ranking of the items importance.

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Personal Ranking

Group’s Ranking

Item Reason for Item’s Ranking

One box of matches

100 cartons of dehy-drated meals (20-day ration for each crew member)150 feet of nylon rope

Parachute silk (from 3 parachutes)One portable heating unitTwo .45-calibre loaded pistolsOne case dehydrated milkThree 100 lb. tanks of oxygen (each tank holds 20-day supply for each crew member)One stellar map of the moon’s constellationOne life raft

One magnetic compass

5 gallons of water (10-day ration for each crew member)

Five light flares

First-aid kit

Battery-powered FM receiver-transmitter

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survival on the moon-small group student worksheetFirst Stage children’s theater • 325 W. Walnut St. • milwaukee, WI 53212 • tickets: 414-267-2962 • 06-07 Season • www.firststage.org

Rank the order of Undamaged Survival Items from most important (1) to least important (15), and state your reason for giv-ing each item that particular ranking.

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our world numbersmath student worksheet


Use the graphs on the next page to assist you in answering the questions below.

1. Between 2003 and 2025 which country’s population grows the most?

2. Between 2025 and 2050 which country’s population grows the most? By studying the other charts, in particular the crude birth rate, crude death rate, and population aged 0-14, what reasons can you come up with that might explain the growth?

3. Look at the underlined words on the left side of the graph for 2003 population. It says total population (thousands). This means that 1,000 has been factored out of each figure. How can we use 1,000 to find the ‘actual’ total population in 2003 for all six countries? Hint: you will need to use multiplication!

4. Look at the numbers that run vertically on the left side of the charts for crude death rate and crude birth rate. Why do you think the chart for crude death rate goes up by 10s and the chart for crude birth rate goes up by 5s?

5. Look at the charts for crude birth rate and the crude death rate. Let’s compare the differences between the birth and death rate in Germany and the United States of America. Germany’s birth rate is lower than its death rate and the United States of America’s birth rate in higher than its death rate. How do you think these rates might affect each country?

6. Look at the chart for population aged 0-14. Convert the percentages into the fraction of people aged 0-14 in all six countries. Reduce each fraction to its lowest term. Also convert each percentage into decimal form.

our world numbers-graphsmath student worksheet


page 21Taken from: http://www.un.org/cyberschoolbus/infonation3/menu/advanced.asp

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a Look at Lois Lowrys newbery medal acceptance speech


The ending of THE GIVER has caused much controversy and debate among Lowry’s readers. What do you think happens to Jonas and Gabriel at the end of THE GIVER?

Below is part of Lowry’s acceptance speech for the honor of receiving the Newbery Medal. In this portion of her speech, she addresses the ending of THE GIVER. After reading what Lowry has to say about the ending of her book, now how do you feel about the ending of the story?

To read her entire acceptance speech, go to: http://www.loislowry.com/pdf/Newbery_Award.pdf

When Jonas meets The Giver for the first time, and tries to comprehend what lies before him, he says, in confusion “I thought there was only us. I thought there was only now.”

In beginning to write The Giver I created – as I always do, in every book – a world that existed only in my imagination – the world of “only us, only now.” I tried to make Jonas’s world seem familiar, comfortable, and safe, and I tried to seduce the reader. I seduced myself along the way. It did feel good, that world. I got rid of all the things I fear and dislike; all the violence, prejudice, poverty, and injustice, and I even threw in good manners as a way of life because I liked the idea of it.

One child has pointed out, in a letter, that the people in Jonas’s world didn’t even have to do dishes. It was very, very tempting to leave it at that. But I’ve never been a writer of fairy tales. And if I’ve learned anything through that river of memories, it is that we can’t live in a walled world, in an “only us, only now” world where we are all the same and feel safe. We would have to sacrifice too much. The richness of color and diversity would disappear feelings for other humans would no longer be necessary. Choices would be obsolete.

And besides, I had ridden my bike Elsewhere as a child, and liked it there, but had never been brave enough to tell anyone about it. So it was time. A letter that I’ve kept for a very long time is from a child who has read my book called Anastasia Krupnik. Her letter – she’s a little girl named Paula from Louisville, Kentucky – says: “I really like the book you wrote about Anastasia and her family because it made me laugh every time I read it. I especially liked when it said she didn’t want to have a baby brother in the house because she had to clean up after him every time and change his diaper when her mother and father aren’t home and she doesn’t like to give him a bath and watch him all the time and put him to sleep every night while her mother goes to work...Here’s the fascinating thing: Nothing that the child describes actually happens in the book The child – as we all do – has brought her own life to a book. She has found a place, a place in the pages of a book, that shares her own frustration and feelings. And the same thing is happening – as I hoped it would happen – with The Giver.

Those of you who hoped that I would stand here tonight and reveal the “true” ending, the “right” interpretation of the ending, will be disappointed.

There isn’t one. There’s a right one for each of us, and it depends on our own beliefs, our own hopes. Let me tell you a few endings which are the “right” endings for a few children out of the many who have written to me.

Continued on next page

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From a sixth grader: “I think that when they were traveling they were traveling in a circle. When they came to “Elsewhere” it was their old community, but they had accepted the memories and all the feelings that go along with it...”

From another: “...Jonas was kind of like Jesus because he took the pain or everyone else in the community so they wouldn’t have to suffer. And, at the very end of the book, when Jonas and Gabe reached the place that they knew as Elsewhere, you described Elsewhere as if it were heaven.”

And one more: “A lot of people I know would hate that ending, but not me. I loved it. Mainly because I got to make the book happy. I decided they made it. They made it to the past. I decided the past was our world, and the future was their world. It was parallel worlds.”

Finally, from one seventh grade boy: “I was really surprised that they just died at the end. That was a bummer. You could of made them stay alive, I thought.”

Very few find it a bummer. Most of the young readers who have written to me have perceived the magic of the circular journey. The truth that we go out and come back, and that what we come back to is changed, and so are we.

Perhaps I have been traveling in a circle too. Things come together and become complete.

a Look at Lois Lowrys newbery medal acceptance speech


post show Discussion QuestionsFirst Stage children’s theater • 325 W. Walnut St. • milwaukee, WI 53212 • tickets: 414-267-2962 • 06-07 Season • www.firststage.org

1. What is the Ceremony of Twelve and why is Jonas so nervous about it?

2. As the new Receiver, what is Jonas’ responsibility to the community?

3. Describe the relationship between Jonas and the Giver. What does Jonas and the Giver teach each other?

4. What are some things that Jonas discovers about his community, family, and friends during his training? How does he react to those discoveries?

5. What are some of the similarities between Jonas and Rosemary—the Receiver in training before Jonas, and what are some of their differences?

6. Describe Jonas’ relationship with Gabriel. How does it grow and change throughout the story? Why is Gabriel so important to Jonas?

7. Jonas has to make a major decision between staying in his community where he has lived his entire life, and running away to start a new life. Which decision does he make and why do think he chooses this? If you were in Jonas’ place, what would you do?

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who said it!First Stage children’s theater • 325 W. Walnut St. • milwaukee, WI 53212 • tickets: 414-267-2962 • 06-07 Season • www.firststage.org

1. But I don’t know what I most want. I don’t know what my gift is. What if I’m disappointed with my assignment?

2. You’d think after the fourth round of the discipline wand, I’d have learned not to say “I want my smack” at meal time.

3. They don’t make mistakes. So when my assignment was announced as Nurturer, it wasn’t a big surprise. It was what I wanted most.

4. Does anything seem strange to you? About the apple?

5. We’re all going to get just the right assignments. You’ll see.

6. I know that you are all concerned. I have caused you all anxiety. I apologize to the community.

7. The Chief Elder told me that it would be painful. But it didn’t hurt at all. I really enjoyed it.

8. But you know, even transmitting a tiny memory to you—I think it lightened me a little.

9. You’re beginning to see the color red.

10. When did they decide that? It wasn’t fair! Let’s change it!

11. I wish we still had that. I can see that it was a dangerous way to live—with the Old right there in the same place, where maybe they wouldn’t be well taken care of, but…it was kind of nice. I wish we could be that way…that you could be my grandparent.

12. Do you understand why it’s inappropriate to use imprecise words like “love”?

13. You can’t say what we play even if you are going to be the new Receiver.

14. Everything changed once she knew about change.

15. She left here that day and went directly to the Chief Elder and asked to be released.

16. I am empowered to lie. But I have never lied to you.

17. It’s the choosing that’s important. Isn’t it?

18. So we obviously had to make the decision. When we met this afternoon even I voted for Gabriel’s release.

19. Tonight. Right after it gets dark. I have to go tonight.

20. I know those lights! I know where we are, I remember this place, I remember this place.

our world numbers answersmath student worksheet


1. Between 2003 and 2025 which country’s population grows the most?

Between 2003 and 2025 the United States of America’s population has the largest growth. The population in the US changes 52,779 over the 22 years. (Brazil 40,510, Cambodia 8,166, Germany -3,579, Afghanistan 21,296, Senegal 6,416).

2. Between 2025 and 2050 which country’s population grows the most? By studying the other charts, in particular the crude birth rate, crude death rate, and population aged 0-14, what reasons can you come up with that might explain the growth?

Between 2025 and 2050 Cambodia’s population has the largest growth. The population in Cambodia changes 276,573 over the 25 years. (Brazil 28,264, Germany -8,092, United States of America 50,241, Afghanistan 27,074, Senegal 6,200).

3. Look at the underlined words on the left side of the graph for 2003 population. It says total population (thousands). This means that 1,000 has been factored out of each figure. How can we use 1,000 to find the ‘actual’ total population in 2003 for all six countries? Hint: you will need to use multiplication!

Students should multiply each population on the chart by 1,000.Brazil: 247,244,000Cambodia: 298,883,000Germany: 70,805,000United States: 397,063,000Afghanistan: 72,267,000Senegal: 22,711,000

4. Look at the numbers that run vertically on the left side of the charts for crude death rate and crude birth rate. Why do you think the chart for crude death rate goes up by 10s and the chart for crude birth rate goes up by 5s?

Both charts, for crude death rate and crude birth rate, are based upon 1,000 individuals, but the crude death rate chart goes up by 10s instead of 5s because it deals with higher numbers. Graph makers sometimes change those numbers in order to work with their statistical findings. The chart for the crude birth rate goes up to 47 in Afghanistan, its highest number, while the crude death rate goes up to 21 in Afghanistan, its highest number.

5. Look at the charts for crude birth rate and the crude death rate. Let’s compare the differences between the birth and death rate in Germany and the United States of America. Germany’s birth rate is lower than its death rate and the United States of America’s birth rate in higher than its death rate. How do you think these rates might affect each country?

Answers may vary on this question. While we can predict certain affects by looking the UN charts, there could be other factors that influence these rates. Students may get creative on this answer and think of factors outside of what is given. These rates could have an effect on the population of these two countries. A lower birth rate in Germany and a higher death rate could mean that the population of Germany is decreasing. The opposite could be true of the United States. The higher birth rate could mean that the US’s population is increasing.

Further inferences: Students might suggest that our health care system is highly advanced because fewer people are dying.

6. Look at the chart for population aged 0-14. Convert the percentages into the fraction of people aged 0-14 in all six countries. Reduce each fraction to its lowest term. Also convert each percentage into decimal form.

Brazil: 28% 28/100 7/25 .28 Cambodia: 41% 41/100 41/100 .41Germany: 15% 15/100 3/20 .15 United States: 21% 21/100 21/100 .21Afghanistan: 43% 43/100 43/100 .43Senegal: 43% 43/100 43/100 .43

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who said it! answersFirst Stage children’s theater • 325 W. Walnut St. • milwaukee, WI 53212 • tickets: 414-267-2962 • 06-07 Season • www.firststage.org

1. But I don’t know what I most want. I don’t know what my gift is. What if I’m disappointed with my assignment? Jonas

2. You’d think after the fourth round of the discipline wand, I’d have learned not to say “I want my smack” at meal time. Asher

3. They don’t make mistakes. So when my assignment was announced as Nurturer, it wasn’t a big surprise. It was what I wanted most. Father

4. Does anything seem strange to you? About the apple? Jonas

5. We’re all going to get just the right assignments. You’ll see. Fiona

6. I know that you are all concerned. I have caused you all anxiety. I apologize to the community. Chief Elder

7. The Chief Elder told me that it would be painful. But it didn’t hurt at all. I really enjoyed it. Jonas

8. But you know, even transmitting a tiny memory to you—I think it lightened me a little. Giver

9. You’re beginning to see the color red. Old Man/Giver

10. When did they decide that? It wasn’t fair! Let’s change it! Jonas

11. I wish we still had that. I can see that it was a dangerous way to live—with the Old right there in the same place, where maybe they wouldn’t be well taken care of, but…it was kind of nice. I wish we could be that way…that you could be my grandparent. Jonas

12. Do you understand why it’s inappropriate to use imprecise words like “love”? Mother

13. You can’t say what we play even if you are going to be the new Receiver. Asher

14. Everything changed once she knew about change. Giver

15. She left here that day and went directly to the Chief Elder and asked to be released. Giver

16. I am empowered to lie. But I have never lied to you. Giver

17. It’s the choosing that’s important. Isn’t it? Jonas

18. So we obviously had to make the decision. When we met this afternoon even I voted for Gabriel’s release. Father

19. Tonight. Right after it gets dark. I have to go tonight. Jonas

20. I know those lights! I know where we are, I remember this place, I remember this place. Jonas

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Documents

enrIchment GuIDe - First Stage GIVER explores individuality, choices, personal freedoms, and ethical responsibilities in a unique and powerful way. The main character of this story,