Unwind

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

In Chapter 27, a group of boys discusses morality, a major theme in this novel. One boy, Emby, cites the law as a justification for his argument. Another, Connor, responds, “Just because the law says it, that doesn’t make it true.”

Emby replies, “Yeah, well, just because the law says it, that doesn't make it false, either. It's only the law because a whole lot of people thought about it and decided it made sense.”

Consider this debate in the historical context of practices that were considered legal at the time in which they took place. What rings true about the two boys’ statements? What rings false or requires a more nuanced examination?

Teaching Suggestion: This broad topic can be narrowed down to large-scale historical events, such as the Trans-Atlantic slave trade (or human slavery in general), the Holocaust, or other instances of human rights violations around the world. These suggested topics will hit close to home within the context of the novel but may skew the debate to one side given the benefit of examining history through our modern lens. Hopefully, some of the suggested resources in this section and others will challenge students not to apply that “hindsight is 20/20” perspective. Students might also want to consider this question in the context of contemporary issues such as climate change, abortion, or other recent Supreme Court cases. This exploration and discussion will help students connect with the novel’s themes of What Is Morality? and One Versus Many.

• In relation to the Trans-Atlantic Slave Trade and laws made to support it in the United States, students can look to this brief list from the National Museum of African American History and Culture. They can also examine this article from the National Park Service, “Slavery and Law in 17th Century Massachusetts.” The opening paragraphs discuss positive law versus natural law, which students might find useful throughout this novel study.
• For resources on the Holocaust, students might begin with an understanding of the “Nuremberg Race Laws,” as described in The Holocaust Encyclopedia, provided by the United States Holocaust Memorial Museum. “Anti-Jewish Legislation in Prewar Germany” is another article from the same source that provides background and a timeline of laws enacted in Germany during that era.
• Lastly, students might consider “Japanese American Life During Incarceration” via the National Park Service and these photographs from Dorothea Lange from the National Archives as more recent American examples of legal arguments for human rights violations.

Differentiation Suggestion: For students with limited background knowledge, consider dividing students into small groups to explore just one of the above historical periods. Provide graphic organizers to help students keep track of legal justifications, moral arguments, and social attitudes that were at play during the time period being studied. Students may then share their findings with the rest of the class so that they have a common understanding of some of these policies. 

Short Activity

Unwind is dystopian fiction, a genre that has gained great popularity in recent decades. Working with a small group, research this genre and create an infographic that defines it and provides some examples. Your infographic should answer the following questions and may also include other facts you think are important:

• What is dystopian fiction?
• What are some common themes or scenarios in a dystopian story?
• What aspects of human nature can be explored effectively in dystopian fiction?
• What are some examples of books and/or films in this genre?

Teaching Suggestion: Students might sketch their infographics on paper or use a computer program or free infographic maker to create them.

• “Dystopian Literature” from Proctor Library at Flagler College offers a succinct description of the genre plus a comprehensive list of titles organized by decade and country so that readers can reflect on the impact this genre has had on literature and readership over time.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the novel.

Do you consider yourself mentally strong? Why or why not? What might it take for you to develop more inner strength? What does inner strength have to do with integrity?

Teaching Suggestion: One of the characters in Unwind describes Connor as acting with integrity. Students have not yet encountered this character, but it may be helpful to guide their shared thoughts and discussions to consider what type of inner strength is required to be a person of integrity. This discussion is one way that students can connect with the novel’s theme of Inner Versus Outer Strength.