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Debating "Cora Unashamed"
By Gail Lindenberg
Overview
"Fair is foul and foul is fair" from Shakespeare's Macbeth is a line that echoes certain realities about our
human experience. In today's world of Jerry Springer and Ricki Lake, students are apt to mistakenly equate disagreement with little more than a loud brawl. While the Bard's bearded hags might say otherwise,
debate should be an arena where fair is fair and foul is not allowed. English teachers sometimes avoid what can be a rich and rewarding part of the literary experience because students lack the skills to structure
a debate and conduct civilized discourse—modes of communication that are not patterned by today's popular media.
A study of literature can be greatly enhanced through the
use of debates to explore controversial issues. Requiring students to delve into the text, extract evidence to support their arguments and then verbally present their positions is a perfect way to go into, through
and beyond a literary work. This unit, designed for Langston Hughes' "Cora Unashamed," primarily serves secondary students and can be modified for all grades and ability levels.
Objectives
- Analyze literature, noting controversial issues
- Demonstrate support for contentions
- Defend a logical and reasonable viewpoint
- Practice public speaking and topical discourse
Skills Attained
- Citation of textual support for personal opinion
- Close reading and analysis of literary text
- Recognition of logical fallacies
- Oral presentation of controversial issue
Lesson Outline
I. Introduction
Review with
your students the terms, protocol, strategies and logical fallacies sections that are contained in "Literary Debate Guidelines." To access this
document, click here
.
II. Select a Debate Format
Depending on the number of students in and skills level of
your class, select an appropriate debate format: Vote with Your Feet, Formal Team, Panel and Class Discussion, or Hot Seat. (See "Literary Debate Guidelines" for descriptions of each format.) Divide the class into debate teams, making sure that students are aware of their roles (debate member, moderator, timekeeper, etc.).
III. Literary Debate Topics
Have students come up with topics for debate. Remind them that in preparing for
debate of any style, topics should be written as affirmative resolution statements by the team members. This allows students to explore terms, agree on areas of controversy and establish boundaries for the debate
forum.
With regard to "Cora Unashamed" by Langston Hughes, here are some possible resolutions to consider:
. . . Cora is trapped, a victim without choices.
. . . Cora, like Hester Prynne of Hawthorn's The Scarlet Letter, should move away from the community that views her as a sinner.
. . . the Melton Woman's Club members match the Puritans of Salem, Massachusetts, for their abuse of power and privilege. (i.e., in Arthur Miller's "The Crucible")
. . . for Cora, the ending is a victory.
. . . Cora, like Calpurnia from To Kill A Mockingbird by Harper Lee, is an archetypal figure.
. . . Cora's oppression is the same as that experienced by the Joad family in The Grapes of Wrath by John Steinbeck.
IV. Hold the Debate
Carryout the event using the instructions and guidelines for the debate format that you've selected.
Assessment
Student evaluations should be based on their strengths in the following areas:
- Oral expression of logical arguments
- Presentation of literary comprehension
- Use of literary piece as evidence in support of contentions
- Use of effective public speaking techniques
Gail Lindenberg teaches at Nogales High School in La Puente, California. |
