Nothing But The Truth

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

1. The purpose of the news media is to provide unbiased information about local and global events to inform the masses. However, political bias has had an impact on the media, affecting the way events are reported. In what ways does the media inform citizens? What might be the impact of biased reporting? Is bias possible to avoid? Why or why not?

Teaching Suggestion: This prompt introduces the theme Truth Versus Perception. Before beginning, you may want to use a hand-raising or digital survey to ask students to show which media they use—television, social media, newspaper—to receive their news. Then, you could briefly discuss how each medium delivers information in different ways. 

• “AllSides Media Bias Report” provides an infographic overview of various online news sites and categorizes them by the amount and type of political bias: far left, left, center, right, and far right. It may help to explain “left-leaning” versus “right-leaning” for increased comprehension.
• “How to Spot Fake News” is a Common Sense Media site detailing how to teach students to identify “fake news” through different inquiries along with tips for what to look for on the site itself. Students will love reading fake sites such as the “Dihydrogen Monoxide Research Division” and “Save the Pacific Northwest Tree Octopus.”  

2. How do people display their patriotism? How patriotic do you feel about your nation? What are the positives and negatives of patriotism?

Teaching Suggestion: If students struggle to identify patriotic displays, consider brainstorming ideas and writing suggestions on the board or projection screen. A T-Chart may help to visually separate the positives and negatives. If it is challenging for students to identify negatives for patriotism, consider discussing how extremist nationalism led to the rise of Hitler in World War II.

• “Extreme Pride in Being American Remains Near Record Low” is a Gallup poll with both data-filled infographics and explanations discussing the changes in self-reported patriotism in American citizens in 2023. You may consider conducting a class poll to see where your students stand on their personal sense of patriotism and have the results lead to a class discussion.
• “Patriotism is a Crucial Ingredient for Progress. Here’s Why” is an editorial from the centrist publication Fortune that distinguishes patriotism from nationalism and argues that healthy patriotism makes for a more optimistic nation.

Short Activity  

The main character of Nothing But the Truth, Philip, hums along with the national anthem during homeroom, upsetting his teacher and inciting the novel’s conflict. Analyze the lyrics for “The Star-Spangled Banner” and reconsider the song’s place in a student’s education. Then, evaluate the role that patriotic displays have in an educational setting.

Carefully read “The Star-Spangled Banner,” annotating for powerful language, conflict, and imagery. For each of the four stanzas, write 2-3 sentences summarizing what is happening in that specific portion of the song.

Then, answer the following questions:

1. What is this song about? What makes it important?

2. Why do Americans sing this before school and important events?

3. Which is the most respectful way to act during the playing of the anthem? Is it most respectful to stand in silence? Sing along? Hum? Why? 

4. Is there a place for “The Star-Spangled Banner” in a child’s education? Why or why not?

Teaching Suggestion: Before answering the questions and annotating the poem, it may help students to read and listen to the song simultaneously. The song itself may be provided via a digital document or a physical paper, depending on your classroom needs. However, this is a good opportunity to model good annotation habits such as sectioning the text by stanzas, highlighting powerful language, etc. Students should be encouraged to pair their highlighted textual evidence with analysis in the margin and jot stanza summaries in complete sentences.

• “The Star-Spangled Banner Lyrics” provides the full lyrics and a brief history of the song.
• “Star-Spangled Banner Audio” includes the audio of the full national anthem, including lyrics, instrumentals, and images.

Differentiation Suggestion: For students who struggle with reading comprehension or are language learners, it may help to pare down the song, such as summarizing just the first and second stanzas. You may also want to consider front-loading some of the more difficult or archaic language: haughty, vauntingly, havoc, hireling, etc.

Personal Connection Prompt

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

What do you think the purpose of education and school should be? How has it changed throughout the years? Provide examples from your life, your peers’ lives, history, or the media.

Teaching Suggestion: Before writing, consider allowing students to brainstorm with a shoulder partner for a minute to start developing ideas. Then, ask them to write on their own for approximately five minutes before coming back together as a full class.

• “What is the Purpose of Education” is an infographic with various quotes from the 1930s to 1990s describing the perception and usage of education. This may be a helpful starting point for students as they begin writing.
• “Four Core Purposes of Education” is an Edutopia article detailing four sections of education as described by Sir Ken Robinson, along with discussions of the eight core competencies. Students may read this article to help generate ideas or discuss whether they agree with the given statements.