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Created bySara Todd
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Perspective in Panem: Exploring Empathy in The Hunger Games

Grade 7English5 days
In this 7th-grade English project, students take on the role of ethical literary critics to analyze Suzanne Collins’s The Hunger Games through the lens of empathy and human dignity. By contrasting the Capitol’s dehumanizing media narrative with Katniss Everdeen’s internal moral struggles, learners investigate how point of view and setting influence character choices between survival and solidarity. The experience culminates in the "Panem Portfolio," where students synthesize textual evidence to argue whether empathy functions as a liability or a powerful act of moral resistance.
EmpathyPerspectiveHuman DignityLiterary AnalysisTextual EvidenceResistanceEthics
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as ethical literary critics, use textual evidence to show that empathy is the ultimate expression of human dignity and a reflection of Catholic social teachings in the dehumanizing world of Panem?

Essential Questions

Supporting questions that break down major concepts.
  • How does Suzanne Collins use Katniss’s point of view to contrast the Capitol’s 'culture of death' with the inherent dignity of the individual? (RL.7.6)
  • How do acts of sacrificial love and solidarity—such as Katniss volunteering for Prim—serve as the central theme for what it means to be truly human? (RL.7.2)
  • In what ways does the setting of the arena force characters to choose between self-preservation and the Catholic call to see the 'Image of God' in their neighbors? (RL.7.3)
  • What specific textual evidence proves that empathy is a moral victory over the Capitol, even when it leads to physical risk? (RL.7.1)

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Analyze and cite multiple pieces of textual evidence to support an argument regarding character motivations and the role of empathy in survival.
  • Evaluate how Suzanne Collins develops the theme of empathy through the contrast between the tributes and the Capitol.
  • Analyze how the high-stakes setting of the Games influences character interactions and the development of interpersonal relationships.
  • Examine the impact of first-person point of view on a reader's understanding of a character's internal moral conflict.
  • Construct a formal literary argument that determines whether empathy functions as a survival tool or a liability, using specific evidence from 'The Hunger Games'.

Common Core State Standards (ELA)

CCSS.ELA-LITERACY.RL.7.1
Primary
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reason: The project explicitly requires students to use textual evidence to prove character motivations (empathy vs. self-preservation).
CCSS.ELA-LITERACY.RL.7.2
Primary
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.Reason: Students are analyzing the central theme of empathy and how it is developed through the conflict between characters and the Capitol.
CCSS.ELA-LITERACY.RL.7.3
Primary
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).Reason: The project focuses on how the high-stakes environment (setting) influences relationships and character survival choices.
CCSS.ELA-LITERACY.RL.7.6
Primary
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.Reason: The inquiry framework specifically asks students to analyze how the first-person narrator (Katniss) influences the reader's ability to empathize.
CCSS.ELA-LITERACY.W.7.1
Secondary
Write arguments to support claims with clear reasons and relevant evidence.Reason: As 'literary analysts,' students will need to construct a formal argument or project that communicates their findings on empathy.
CCSS.ELA-LITERACY.SL.7.1
Supporting
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.Reason: PBL inherently requires collaboration and peer discussion to explore complex questions like 'survival vs. liability.'

Entry Events

Events that will be used to introduce the project to students

The Perspective Flip: Hero or Victim?

Students view two different 'trailers' for the same event in the book: one edited as a glamorous Capitol action movie and one as a tragic District documentary. They must identify how the 'edit' changes the audience's empathy for the characters, leading to a deep dive into how point of view shapes our moral understanding of the story.

The Capitol Watch Party

Students enter a classroom split into two zones: a luxury 'Capitol Lounge' with treats and a 'District Square' with meager rations. As they watch a high-stakes survival clip, they must record their feelings about the 'entertainment' from their assigned perspective, sparking a debate on how social standing influences our ability to empathize with others' suffering.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Through the Mockingjay's Eyes: The POV Filter

In this opening activity, students will step into the mind of Katniss Everdeen to explore how her internal monologue creates empathy in the reader. They will choose a pivotal scene (such as the Reaping or the Tribute Parade) and contrast Katniss's private thoughts with the 'official' Capitol narrative. This helps students understand how point of view is the primary tool for humanizing characters in a dehumanizing setting.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select a scene from the first few chapters of the book where the Capitol is broadcasting an event.
2. Identify three specific 'internal' details Katniss mentions that the Capitol cameras would never show (e.g., her fear for Prim, her hunger, her resentment).
3. Write a short script where a Capitol announcer (like Caesar Flickerman) describes the scene, followed by Katniss's 'inner voice' correcting or deepening that narrative.
4. Reflect on how the reader's empathy changes when they hear Katniss’s internal thoughts versus the Capitol’s 'glamour' version.

Final Product

What students will submit as the final product of the activityA 'Dual-Perspective Script' featuring two columns: one side showing Katniss’s internal thoughts (rich with empathy and fear) and the other showing the Capitol’s televised commentary (focused on entertainment and spectacle).

Alignment

How this activity aligns with the learning objectives & standardsThis activity directly addresses RL.7.6 by requiring students to analyze how Suzanne Collins uses Katniss’s first-person point of view to contrast her internal moral landscape with the 'culture of death' presented by the Capitol's media.
Activity 2

The Arena's Edge: Mapping Character & Setting

Students will analyze how the brutal environment of the Games acts as a catalyst for character development. By mapping out specific locations in the arena (the Cornucopia, the woods, the cave), students will identify how the setting either strips away a character's humanity or provides an opportunity for them to reclaim it through empathy.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Draw or use a template of the Hunger Games arena.
2. Identify three specific locations where a major character interaction occurred (e.g., the Rue/Katniss alliance in the trees).
3. For each location, write a short analysis of how the dangers of that specific setting made it harder—or more meaningful—to show empathy.
4. Label these moments as either 'Survival Instinct' or 'Empathy Choice' and explain why.

Final Product

What students will submit as the final product of the activityAn 'Environmental Impact Map'—a visual representation of the arena where students pin specific moments of 'Empathy vs. Survival' to the geographic locations where they occurred.

Alignment

How this activity aligns with the learning objectives & standardsThis aligns with RL.7.3 by analyzing how the harsh setting of the arena (the environment) interacts with character choices, forcing them to choose between basic survival and empathetic connection.
Activity 3

The Evidence Lab: Investigating Moral Victories

Transitioning into deep analysis, students become 'Evidence Investigators.' They will search the text for moments where empathy is shown as a moral victory rather than a weakness. They must go beyond the surface level to find quotes that prove empathy is a deliberate choice made by characters to maintain their dignity.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Search the text for three specific acts of empathy (e.g., Katniss covering Rue in flowers, Peeta giving Katniss the bread).
2. Use the 'ICE' method (Introduce, Cite, Explain) to document these moments in your digital or physical case file.
3. Write an inference for each quote: What does this act tell us about the character's soul that they wouldn't say out loud?
4. Connect each piece of evidence back to the driving question: How does this specific act show human dignity?

Final Product

What students will submit as the final product of the activityAn 'Evidence Case File' containing three 'Exhibits' (quotes) with detailed annotations explaining the inference of character motivation.

Alignment

How this activity aligns with the learning objectives & standardsThis activity meets RL.7.1 by requiring students to cite specific textual evidence and draw inferences about character motivations beyond what is explicitly stated.
Activity 4

Architects of Meaning: Constructing the Theme

Now that students have evidence, they will synthesize it to describe the story's heart. They will track the development of the theme 'Empathy as Resistance' from the beginning of the book to the end. They will analyze how Katniss’s small acts of kindness grow into a larger statement of rebellion against the Capitol’s 'culture of death.'

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review your Evidence Case File from the previous activity.
2. Write a 1-sentence 'Theme Statement' that encapsulates what the book says about empathy and human dignity.
3. Identify the 'Inciting Incident,' 'Rising Action,' and 'Climax' of this theme (e.g., Katniss volunteering for Prim is the start; Rue’s death is the turning point).
4. Provide an objective summary of how these events together build the message that empathy is the ultimate expression of humanity.

Final Product

What students will submit as the final product of the activityA 'Theme Growth Chart'—a visual infographic that traces the evolution of empathy from a private feeling to a public act of defiance.

Alignment

How this activity aligns with the learning objectives & standardsThis aligns with RL.7.2 by asking students to determine a central theme (empathy as human dignity) and analyze how it is developed through the progression of the plot.
Activity 5

The Ethical Critic’s Final Verdict: Empathy as Resistance

In the culminating activity, students take on the role of 'Ethical Literary Critics.' They will compile their previous work into a final portfolio and write a persuasive closing argument. They must answer the driving question: Is empathy a survival tool or a liability in the world of Panem? They will use their POV analysis, setting maps, and evidence logs to support their final verdict.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Organize your four previous activities into a logical portfolio sequence.
2. Write an introduction that states your clear claim (your 'verdict' on empathy).
3. Draft a body paragraph that uses your strongest textual evidence from Activity 3 to support your claim.
4. Write a conclusion that connects the world of Panem to real-world Catholic social teachings about seeing the 'Image of God' in others.

Final Product

What students will submit as the final product of the activityThe 'Panem Portfolio'—a polished collection of all previous activities, prefaced by a 3-paragraph formal 'Critique of Dignity.'

Alignment

How this activity aligns with the learning objectives & standardsThis final activity synthesizes RL.7.1, RL.7.2, RL.7.3, and RL.7.6 into a cohesive argument (W.7.1), requiring students to present a final judgment on the text's moral core.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

The Ethical Critic: Empathy in Panem Rubric

Category 1

Literary Analysis & Application

This category evaluates the core literary and ethical components of the 'Empathy in The Hunger Games' project.
Criterion 1

Textual Evidence & Inference (Evidence Lab)

Citing several pieces of textual evidence to support analysis of character motivations (empathy vs. self-preservation) and drawing logical inferences. (RL.7.1)

Exemplary
4 Points

Provides multiple, high-quality pieces of textual evidence that perfectly support the analysis. Inferences are profound, revealing deep insights into character souls and motivations that go beyond the literal text. Connection to human dignity is explicit and sophisticated.

Proficient
3 Points

Cites several pieces of relevant textual evidence to support analysis. Inferences are logical and clearly explained, showing a solid understanding of character motivations and the role of empathy.

Developing
2 Points

Cites limited or somewhat relevant evidence. Inferences are present but may be superficial or inconsistently linked to the provided quotes. Basic understanding of motivation is shown.

Beginning
1 Points

Provides little to no textual evidence, or evidence is unrelated to the claims. Inferences are missing or inaccurate. Struggles to identify character motivations.

Criterion 2

Theme Development & Synthesis (Theme Growth Chart)

Determining the central theme of empathy/dignity and analyzing its development from a private emotion to a public act of defiance throughout the text. (RL.7.2)

Exemplary
4 Points

Articulates a sophisticated theme statement and provides a comprehensive analysis of its growth. Clearly identifies the inciting incident, rising action, and climax of the theme with nuanced detail. Summary is objective yet powerful.

Proficient
3 Points

Determines a clear theme statement and traces its development through key plot points (Inciting Incident, Rising Action, Climax). Provides an objective summary of how the message of empathy is built.

Developing
2 Points

Identifies a basic theme but the analysis of its development is incomplete or lacks clear connection to the plot structure. Summary may be partially subjective or missing key events.

Beginning
1 Points

Identifies an inaccurate theme or fails to provide a theme statement. Does not track the development of the idea across the text.

Criterion 3

Literary Elements: POV & Setting (The Arena & POV Filter)

Analyzing how Suzanne Collins uses Katniss’s first-person POV to contrast the Capitol's narrative and how the arena setting forces choices between survival and empathy. (RL.7.3, RL.7.6)

Exemplary
4 Points

Expertly analyzes how the POV filter creates empathy, showing a sharp contrast between internal thoughts and external spectacle. Environmental Impact Map shows a complex understanding of how specific settings dictate moral choices.

Proficient
3 Points

Effectively contrasts Katniss's internal voice with the Capitol's narrative. Environmental Impact Map correctly identifies locations and provides clear analysis of 'Empathy vs. Survival' choices in those settings.

Developing
2 Points

Provides a basic contrast between POV perspectives, but the 'inner voice' may lack depth. Environmental map identifies locations but the analysis of setting’s impact on empathy is weak or repetitive.

Beginning
1 Points

Fails to distinguish between the internal POV and the Capitol narrative. Map is incomplete or fails to connect character choices to the specific arena environment.

Criterion 4

Argumentation & Final Critique (The Panem Portfolio)

Constructing a formal literary argument (The Panem Portfolio) that determines whether empathy is a tool or liability, using clear reasons and a logical sequence. (W.7.1)

Exemplary
4 Points

Constructs a compelling, sophisticated argument with a precise claim. Evidence is seamlessly integrated. The conclusion brilliantly bridges the fictional world of Panem with real-world ethical concepts of human dignity.

Proficient
3 Points

Writes a clear argument with a logical progression of ideas. Supports the claim with relevant evidence from previous activities. Conclusion makes a meaningful connection to the 'Image of God' or human dignity.

Developing
2 Points

Argument is present but the claim may be broad or the evidence loosely organized. The transition between the portfolio activities and the final critique is somewhat disjointed. Conclusion is brief.

Beginning
1 Points

Argument lacks a clear claim or logical structure. Fails to synthesize previous work into a cohesive portfolio. Conclusion does not address the driving question or ethical context.

Criterion 5

Craftsmanship & Professionalism

Demonstrating professional growth, attention to detail in portfolio assembly, and high-quality final products (Scripts, Maps, Charts).

Exemplary
4 Points

Portfolio is exceptionally organized and polished. All visual elements (Map, Growth Chart) are creative and enhance the reader's understanding. Reflection shows deep metacognitive growth.

Proficient
3 Points

Portfolio is well-organized and follows all instructions. Final products are complete, neat, and professional. Shows clear evidence of effort and revision.

Developing
2 Points

Portfolio is mostly organized but may be missing elements or contain several errors in presentation. Some activities appear rushed or lack the 'final product' polish.

Beginning
1 Points

Portfolio is disorganized, incomplete, or messy. Work does not meet basic grade-level expectations for presentation and effort.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

After completing your Panem Portfolio, how has your definition of strength changed regarding Katniss’s choices to show empathy?

Text
Required
Question 2

Which literary element most effectively helped you see the 'Image of God' in the characters despite the dehumanizing setting of the Games?

Multiple choice
Required
Options
Katniss's first-person internal monologue (POV)
The brutal physical challenges of the Arena (Setting)
The stark contrast between Capitol luxury and District poverty
The sacrificial acts of love, such as volunteering for Prim
Question 3

To what extent do you agree that empathy is a more effective tool for maintaining human dignity than physical survival skills?

Scale
Required
Question 4

As an Ethical Literary Critic, how can you use the lessons from Panem to identify and defend the dignity of others in your own community?

Text
Required
Question 5

In your Theme Growth Chart, which moment did you identify as the most powerful evidence of empathy as a moral victory?

Multiple choice
Required
Options
Katniss volunteering for Prim (The Beginning)
Peeta’s bread gift flashback (The Foundation)
The alliance and funeral for Rue (The Turning Point)
The final berry scene at the Cornucopia (The Resolution)