The Christmas movies have been streaming pretty much non-stop since the leftover
turkey was wrapped up for sandwiches. This is absolutely fine with me, as I'm pretty
much a Christmas-aholic. I love the entire season - the movies, the music, the angel
trees, the white gifts, and all the traditions that live in memories and many Rubbermaid
totes stacked for 11 months a year in the garage. It's no secret that the same can be
said for almost every kid in school between Thanksgiving and Winter Break - laser-focused
on the countdown to the magic of Hanukkah, Christmas, or, at very least, a glorious
9 days without alarm clocks and homework.
More than a few years ago, I invited the Grinch into my classroom, starting the first week
in December. I was teaching 6 - 8th graders in the middle school. Our high school had
performed Seussical the Musical and the district was the proud owner of a handmade
Grinch costume, just ripe for the picking. (And we had a very nice assistant principal
who fit in the costume!)
Recently, I discovered a Facebook group for Gifted and Talented, where teachers
share ideas. Someone was looking for ideas for units for December. While it's been
twelve years since I've taught this unit, it was so much fun, so I shared the idea. Several
asked for more information, so here it is, fresh from 2010! It could easily be adapted for
older or younger students, based on current units of study. Here’s a rough overview of
how I used it with middle schoolers:
I started by securing several copies of the book, How the Grinch Stole Christmas. We did
students drew bubbles and connected the actions of the Grinch - both good and bad - to map
the story.
We did a Socratic discussion on the implications of such actions, were they to happen
in our own community. What would you do if you were Cindy Lou Who and found
someone stealing your family’s gifts? (for example). What types of charges might be
brought against someone entering a house uninvited? Ultimately, do you believe the
Grinch is guilty of a crime? (For younger kids, this could be a really cool SEL lesson).
Students divided into two groups and began to research some of the local laws regarding
personal space, property, theft, etc. Those who wanted to support the Grinch, and argue
circumstances found data on loneliness, isolation, and mental health. Once they found these
arguments, they turned to case law and statutes. Some students talked to local police, some
looked for experts who could give them information to support their argument.
We reviewed what a non-jury trial might look like, and some of the basics of what happens
in courtrooms, including evidence, objections, over-rulings, etc.
I contacted the assistant principal, who agreed to wear the costume, and the local district
justice who was thrilled to come to school in his robe and with his gavel, to listen to the
arguments of the students.
On trial day, the kids assembled in the library to present their case to Justice Reuter. They
were SHOCKED to have the Grinch arrive and sit at the defense table, drumming his fingers,
and scowling, very Grinch-like.
The kids did a great job, and Justice Reuter was amazingly patient in offering feedback and
answering questions. He told them how impressed he was with the research they had done.
This activity could easily be used as a Perspective/Point of View lesson, as an SEL lesson
on tolerance and mental health, an analytical lesson for Civics and Government – adapt as
you see fit!
Meanwhile, I have memories of kids who weren’t always interested in research who were
searching case law to defend a resident of Mount Crumpit, and weren’t afraid to argue with
a judge to defend their opinions.
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