Option One (Sitting)
After reading page 26, pause and ask: Why is it so significant that Emile Zola wants to help and get involved? Why do you think he cares about helping Alfred Dreyfus?
- On the board or a piece of paper, create a chart with two columns. For column one, write “Benefits of getting involved/standing up,” and for column two, write “Challenges of getting involved/standing up.”
- Fill out the chart as a class. When you are done populating students’ responses, ask them: With all of this in mind, what is the right decision for Emile Zola in your opinion?
Option Two (Standing Up and Moving)
- Pause reading after page 26, while Emile Zola is still contemplating what to do. Before you continue reading, set up four pieces of paper in the corners of the room (Corner One: Strongly Agree, Corner Two: Agree, Corner Three: Disagree, Corner Four: Strongly Disagree).
- Read through the following phrases and have students walk to the corner that they agree with. Ask one student at each corner to share why they chose to stand there.
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- It is Emile’s responsibility to help Alfred -OR- Emile should help Alfred.
- It is important that Emile’s name is on “J’Accuse …!” because of his prominent place in society.
- Standing up for what is right often comes with a price -OR- Standing up for what is right often comes with difficulties.
- It is easier to stand up and help when there are more people around. (Once completing this prompt you can tell students that psychologists have actually found that when more people are around you are less likely to intervene and help.)