Philosophical Chairs

Materials

  • Philosophical Chairs
  • Reproducible Sheet

Common Core Standards

This activity directly supports the following ELA-Literacy Common Core Strands:

CCSS.ELA-Literacy.SL.6–12.1
Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led)
with diverse partners on grade 6–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CCSS.ELA-Literacy.SL.7–12.1e
Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds.

CCSS.ELA-Literacy.SL.11–12.1d
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Handout

Introduction

Each topic statement is deliberately open-ended yet ties into a number of the themes present in Champion—including the pain of regret, the power of forgiveness, and the difficulty of being yourself when the whole world thinks you’re someone different. Set the stage for this conversation mindfully. Offer students a brief overview of the opera’s plot, setting, and context, and remind them how to build a safe space for productive conversation. Some of the topics might be confusing or hard—that’s okay! As you and your students explore and learn about Champion, you can return to these statements: What do they have to do with the opera’s story? How might these questions help us explore the opera’s story, history, and themes?

THE STATEMENTS

  • Everyone has secrets.
  • You can’t run away from your past.
  • Society should clearly delineate gender norms.
  • All men experience anger, rage, and a desire to fight.
  • The world needs more masculinity.
  • Your identity is personal.
  • You are who the world says you are.
  • Teasing and taunting others is harmless.
  • “Man up” is a harmless phrase.
  • Who you love defines who you are.
  • My words and actions affect others’ self-worth.
  • My words and actions affect my own self-worth.
  • You should be quick to judge yourself.
  • You will only feel guilty if you’ve done something wrong.
  • It is easier to forgive others than yourself.
  • Everyone deserves a second chance.
  • I am enough.

A NOTE TO FACILITATORS: Between statements, provide some clarity as to why that particular statement was chosen. Explain to students where and how each particular theme shows up in the opera, or invite students to offer their own explanations.

Steps

STEP 1. INQUIRE

Invite students to read one of the statements—out loud as a class, to themselves, or in small groups. As they read, they should ask themselves:

  • Do I understand the statement?
    • If not, what questions might clarify it for me?
  • What immediately comes to mind when I read the statement?
    • What is my initial reaction: Do I agree or disagree?
  • What led me to that decision?
    • What opinions do I hold with regards to this statement?
    • What life experiences may have led me to believe this way?

STEP 2. RESPOND

Ask students to commit to one side. They can agree or disagree, but there is no middle ground. (Many will not be completely comfortable committing to one side over the other—that’s part of the game. It will help foster conversation and debate.)

STEP 3. DISCUSS

Share out! Use the following questions to guide discussion:

  • Does anyone feel very strongly either way? Why or why not?
  • Does anyone feel conflicted? Why or why not?
  • Give voice to what you thought about in the first step:
    • What led me to make my decision?
    • What opinions do I hold with regards to this statement?
    • What life experience may have led me to believe this way?
  • What might you have not considered that others are now bringing up in the discussion?
  • Did any new questions arise during the discussion?

As the conversation continues, students are free to change their mind about whether or not they agree with the statement—or develop a more nuanced perspective.

Repeat steps 1 through 3 for each statement.