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PART 1Getting to Knowthe CommunityEDUCATIONGROUP WRITING:Encourage students to create a Pros & Cons list of Community attributes. What are the good things about Jonas’sCommunity? What are the bad things? Keep this list and add to it as students travel through the story.The CommunityPROS1. The Community is very orderly.2. People are always polite.3. There is no poverty; everyone has a job.CONS1. There are no wild animals or pets in theCommunity.2. Youth do not pick their own jobs.3. Children do not choose their own clothesor styles.PERSONAL WRITING:Ask students to write extended responses to the following questions: Why do you think there are no animalsin the Community? How did this happen? Imagine your own world without animals. How would lifebe different?2
DISCUSSION:Invite students to ponder: What consequences may occur if the following happened in the Community?For each, challenge students to consider what type of punishment, if any, would be assigned.• Writing derogatory slurs on a wall• Taking someone else’s bike• Teasing a sibling for doing poorly on a test• Biking to another community• Refusing to accept someone’s apologyIRONYIrony is a literary technique that contrasts the expectations of a situation with the events as they actuallyhappen. For example, the way Jonas’s Community uses the term “voluntary” to describe requiredcommunity service is ironic.MUSIC CONNECTION:Invite students to listen to Alanis Morissette’s song Ironic. Encourage them to consider the lyrics and identify someof the ironic situations Morissette references.CIVIC ENGAGMENT:The youth in Jonas’s Community are required to do a certain amount of volunteer work. This is ironic. How cansomeone be required to volunteer? Should volunteer work be required of youth in your community? Why? Pressstudents to justify their argument (their beliefs about how the world operates) with logic or evidence (experiencesthey have had with this type of activity). As a class, develop a service-learning project that you can completeover the course of the year to make a positive difference in your own school or community. Create a list of theproject goals, and include student-generated strategies for ways to ensure that the project will be successful. Askstudents to compare their own program with the volunteerism found in The Giver.3
Page 1 and 2: EDUCATOR’SRESOURCEGUIDEBy Robert
Page 3: The Giver | Educator’s Resource G
Page 7 and 8: Encourage students to come up with
Page 9 and 10: PART 2Jonas’s Selection asReceive
Page 11 and 12: ETHICSDISCUSSION:Talk with students
Page 13 and 14: the memories of the past. Consider
Page 15 and 16: Compare Jonas’s classes to your o
Page 17 and 18: Both characters are confronted by a
Page 19 and 20: PART 4Jonas Rejectsthe Ethics of th
Page 21 and 22: ETHICSDILEMMA DISCUSSION:Jonas and
Page 23 and 24: JONAS smiles a little, knowing the
Page 27: 5. Don’t speak too much—give ot

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