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Elementary
Lesson
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The
Hundred Dresses:
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| A
lesson about courage (and teasing) |
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The
Hundred Dresses (Estes, 1944) can be used
to discuss the importance of courage. The lesson is based on the
Internalizing Virtue Framework.
Summary
-- Written in 1944, Eleanor Estes' The Hundred Dresses is
a timeless story about the hurt inflicted by teasing and the painful
consequences for bystanders who fail to act courageously. This beautifully
written story has touched the hearts of readers for nearly 60 years.
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| From
the back cover (Harcourt, 1944): |
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| Wanda
Petronski wore the same faded-blue dress to school every day. It was always
clean, but looked as though it had never been ironed properly. One day when
a classmate showed up wearing a bright new dress that was much admired,
Wanda said suddenly, "I have a hundred dresses at home." That
had started the teasing game of dresses, which Peggy and Maddie had played
with Wanda. It was fun to stop Wanda on the way to school and ask, "How
many dresses did you say you had?" Wanda did have the hundred dresses,
and this is the story of how Peggy and Maddie came to understand about them
and what the game meant to Wanda. |
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lovely story, sensitively illustrated by a Caldecott Medal winner, and with
an important lesson to tell, The Hundred Dresses remains among the
most popular of children's books. |
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| Awareness |
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Ask the
students what courage is. Then present the following definition of courage:
"The ability to face and endure what is dangerous, difficult, or
painful; the habit of overcoming fears by facing them rather than avoiding
them." A classical definition of courage is knowing what is to be
feared and what is not to be feared.
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| Ask
students to consider how courage is related to teasing. What fears must
be overcome? |
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might want to discuss the different forms of teasing. Many students associate
teasing with name-calling. You might choose to discuss more subtle forms
of teasing. |
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| Understanding |
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| Ask
students to fill out the Choices
Involving Courage chart as they read The Hundred Dresses.
They should record a brief description of an event in which courage is called
for and indicate (by checking the appropriate column) whether the character
in the event showed courage or fear. |
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One possible way to structure this activity is to ask students to add to
the chart after each day's reading session. A whole class discussion could
be held at the beginning of the next session to discuss the events identified
during the lesson. The teacher should guide the students in recognizing
the presence (or lack) of courage in the actions of all three girls. |
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| Action |
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- Ask students
to work in groups to role play a typical "Hundred Dresses"
game and replace Maddie's typical behavior with courageous action. After
the students have presented their revised events to the class, discuss
how Maddie's new choice would change the story.
- After
discussing the problems faced by Wanda as a new student in the school,
work with the students to create a New Student Welcoming Plan
for the school or for the class. The plan should involve the formulation
of an action strategy to ensure that any new students are immediately
involved in school and classroom activities. This project might involve
the creation of a Welcome Kit that could include an introductory
letter, a classroom handbook, and a student profile booklet.
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| Reflection |
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- Reread
Maddie's vow to act with courage in future situations (p. 63). Ask the
students to consider what advice they would give to Maddie to help her
keep her promise. Ask the students what they already do or can do to
remind themselves to be courageous in difficult situations.
- Remind
students that the definition of courage requires facing fears. Lead
a discussion that examines why facing fear in a teasing situation can
be difficult and why it is so important. Ask students to identify when
it is courageous to seek the help of an adult in authority.
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| A
lesson on teasing, bullying, and courage |
| Copyright
2003 |
| Center
for the Advancement of Ethics and Character |
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