Justice: Childhood Love Lessons

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Justice Childhood Love Lessons

• bell hooks

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• Justice Childhood Love Lessons by Bell Hooks,
  tries to persuade its readers that abuse and
  neglect have no place in a loving relationship
  especially a relationship between a parent and a
  child. It uses a combination of logic and emotion
  to achieve its purpose.
• PART I
• Define
• Discipline
• Punishment

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As you prepare to read this essay, take a few
moments to focus your thoughts on the
relationships between discipline and expressions
of love

• In what ways do you think children should be
• punished?
• Do you believe in hitting children? Why or why
  not?
• How else might children be disciplined?
• Do you believe that discipline and love can
• coexist?

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Here are some key concepts from hooks essay.
With highlighters or symbols, put the words
listed below into categories. Be prepared to
explain why you placed words in certain
categories.

• Justice rights civil rights
• Abuse law punishment
• equality discipline justify
• legal judge court
• trouble fairness juvenile
• parent spanking intimate
• loving relationship lawyer
• hugging beatings young
• mother time-out

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PART II Making Predictions and Asking Questions

• What do you think this essay is going to be
  about?
• What do you think is the purpose of this essay?
• Who do you think is the intended audience for
  this piece?
• How do you know that?
• What do you think the writer wants us to do or
  believe?
• Based on the title and other features of the
  selection, what information/ideas might this
  essay present?

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PART III Reading the Text

• Vocabulary
• write down words you do not know
• -cathected, nostalgically, autocratic
• First Reading Thoughts
• Which of your predictions turned out to be
• true?
• What surprised you in the article?
• Are you persuaded by the text?
• How did the writer develop her argument?

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PART IV Vocabulary Test
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• 1. coercion a. Imaginary or not real
• 2. misogynist b. to show that an idea is false
• 3. fictive c. to invest emotion or feeling
• 4. utopian d. not having connection anymore
• 5. negate e. to prevent something from having
• and
  effect
• 6. cathected f. use of threats to make someone
  do
• 
  something
• 7. debunk g. an imaginary perfect world
• 8. estrangement h. disrespect for women

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Part V Looking at Closely _at_ Language
Rereading the text

• What is intimate terrorism (par. 4)?
• Why does hooks use quotations from children in
  paragraph 3?
• What connotations does utopian (paragraph 21)
  have for you?

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As you reread the article, complete the following
activities

• What is the essays thesis?
• State the thesis as a question?
• On your copy of the article, label what the
  author says in the left hand margin
• The introduction
• The issue or problem the author is writing about
• Examples the author gives
• The authors main arguments
• The conclusion

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PART VI Considering the Structure of the Text

• Chunking the Essay
• determine the organization of the essay
• map out or chunk each section
• -what is each section about?
• -what is the purpose of each section?
• -is that section persuasive? Why or why not?
• How do I chunk the essay?
• 1. Reread the essay
• 2. Mark breaks in subject matter with a line
• 3. Go back and answer the questions above in the
  margins
• for each chunk

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Part VII Summarizing the Text

• 1. Use your knowledge of the organization of the
  essay to summarize its main points. Limit your
  summary to 6-7 sentences.
• 2. Then generate 4-5 questions that can be used
  for class discussion.