A Satirical Proposal: English Language Arts for Grade 11

Based on A Modest Proposal by Jonathan Swift

Session Design by Stormy Knaak and Kendall Westmoreland
LEARNING OBJECTIVES
Content Standards
Utah Theater Arts: Standard 2 Objective 4A
o Explain objective (what a character wants) and motive (why a character wants
something).
CCSS English Language Arts: Reading: Literature Standard 6
o
Analyze a case in which grasping a point of view requires distinguishing what is directly
stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
CCSS English Language Arts: Reading: Literature Standard 2
o Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on
one another to produce a complex account; provide an objective summary of the
text.
Enduring Understandings
Students will understand that social class influences concerns and needs of daily life,
therefore its important to remember that concerns will not always match those of another
person.
Skills
Students will be able to show a characters objective (what a character wants) and motive
(why a character wants something).
ASSESSMENT
Performance Tasks
Students take on roles of either wealthy or impoverished Irish citizens and work in pairs to
establish a still image in which there is a major point of conflict based on social class
differences and a clear objective; whilst in their still images, students will be tagged and
will speak aloud their characters thoughts in that moment and are graded on the
Objective and Motive Rubric (see attached) to demonstrate their ability to show a
characters objective and motive.
Students will write a response letter to the editors of the Irish Times in which they examine
and argue either for or against the publication of Jonathans Swift proposal in order to
analyze a case in which grasping a point of view requires distinguishing what is directly
stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
Students in role will complete the Circle of Life Worksheet (see attached) where they
identify daily routines, home life, physicality, and the main concerns / needs of their
character based upon the wealthy / impoverished group assignment and later receive at
random another students Circle of Life Worksheet and write on the back why this
characters concerns might be different or similar to their own characters concerns to
demonstrate their understanding that social class influences concerns and needs of daily
life, therefore its important to remember that concerns will not always match those of
another person.
Other Assessments
Students will write a 2-3 paragraph synopsis of A Modest Proposal by Jonathan Swift in
which they identify both the literal and satirical message and how the two themes
together contribute to and develop the text to demonstrate their ability to determine two
or more themes or central ideas of a text and analyze their development over the course

of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
Students will complete the Definition Quiz (see attached) in which they define with their
own words and provide examples of objective and motive in order to demonstrate that
they can explain objective (what a character wants) and motive (why a character wants
something).

MATERIALS NEEDED
Teacher Materials
A Modest Proposal by Jonathan Swift (see attached)
Objective and Motive Rubric (see attached)
Jonathon Swift costume
Whiteboard
Marker
Student Materials
Pen or pencil
Paper
Circle of Life Worksheet (see attached)
Definition Quiz (see attached)
Butcher paper
Markers
LEARNING PLAN
Framing / Hook
1. A classroom in the 1700s
a. As students enter the classroom, they are told that this is a classroom located in
Dublin, Ireland in the year 1729.
2. Jonathan Swift comes to town (5 minutes)
a. Students are told that there is a crisis in Ireland.
i. Teacher says in a monotone voice: Students, today we will discuss the
homeless situation in Ireland. There are large numbers of homeless and poor
peoples and the population of poor peoples is astronomically growing with
the large number of offspring born to each of these families. We will discuss
possible solutions to this problem. Please get out a piece of paper and a
pencil to essay your thoughts on some possible solutions to this problem.
b. Teacher in role as Jonathan Swift bursts through the door.
i. Teacher in role says: Attention everyone! I have the perfect solution to this
problem! Please everyone take a copy of my proposal.
ii. NOTE: Teacher as Swift then passes out and reads proposal enthusiastically.
iii. NOTE: After proposal is read Swift thanks them for their time and invites them
to consider his proposal.
Process
3. Students discuss the proposal (2 minutes)
i. What do you think this proposal means?
ii. What are the main ideas of the proposal?
iii. What is Swifts solution to the burden of the growing poor population?
iv. Do you think Swift really believes this is the appropriate solution to the
problem?
4. Students are split into two groups (5 minutes)
a. One group is assigned the impoverished population in Ireland; the other group is
assigned the wealthy population.

b. Students discuss possible differences between their social classes including daily
routine, home life, physicality, places they might attend, and main concerns /
needs.
c. Each group is given a piece of butcher paper and markers to draw their town of
Dublin, Ireland from the perspective of their group.
i. NOTE: The teacher should emphasize that these maps are not necessarily a
complete map of Dublin, Ireland, but are specifically where a person of this
social class would spend much of their time.
d. When finished, a representative from each group explains their picture.
e. Both maps are posted on the wall.
5. Circle of Life (3 minutes)
a. Students each receive a Circle of Life Worksheet and complete it individually,
creating a character according to their groups of poor or rich Irish citizens.
b. Students present to the class the character they created.
6. Define objective and motive (2 minutes)
a. Students offer suggestions of the definitions for objective and motive, including
giving examples.
b. Teacher writes the definitions of objective and motive on the whiteboard.
7. Still image in pairs (10 minutes)
a. Students pair off with a member of the opposite social class (wealthy paired with
impoverished) according to their descriptions and who they think their character
might interact with in their everyday life.
b. Students discuss as a class what possible objectives and motives their characters
could have in their still images.
c. Students create a still image in which there is a clear point of conflict between their
two characters.
d. Students present their still images to the rest of the class.
e. Whilst in their still image, the teacher taps students individually on the shoulder to
reveal what they are thinking in this moment in regards to their motive.
i. NOTE: Teacher will identify on the Objective and Motive Rubric whether the
objective and motive were clearly identified.
8. Return to Circle of Life (3 minutes)
a. Students receive at random one of the Circle of Life Worksheets that is not their own
and read it to themselves.
b. Students write on the back of the Circle of Life Worksheet they have received in
which they respond to the following prompt:
i. Are these Concerns / Needs similar or different from your characters
Concerns / Needs?
ii. Why might they be similar or different?
9. Table Discussion (2 minutes)
a. Students in role sit around a table and analyze and discuss viewpoints for or against
Swifts proposal, specifically distinguishing Swifts literal and satirical themes.
10.Letter to the newspaper (3 minutes)
a. Students in their role write a response letter to the Irish Times discussing their
views on the publication of Jonathan Swifts proposal, reflecting on their previously
completed analysis.
11.Discuss Satire (3 minutes)
a. Students out of role discuss the following questions:
i. What is satire?
ii. How can satire be more effective than directly stating a message?
iii. NOTE: Teacher should point out that satire is effective for sensitive topics
because it shows how ridiculous the counter arguments view can be.
12.Assign Homework (2 minutes)
a. Students write, at home, a 1-2 paragraph account of A Modest Proposal by Jonathan
Swift (see assessments).

Reflection
13.Definition Quiz (see attached) (3 minutes)
a. Students complete the Definition Quiz in which they define objective and motive in
their own words and give examples of each.
14. Building a Bridge (2 minutes)
a. Students stand on each side of the room with the wealthy and impoverished groups
separated based on which group they were in previously.
b. Students build a metaphorical bridge across the room by offering suggestions as to
how the two groups can come together (e.g. they would need understanding,
compromise, patience, etc.).

c. Students fill the gap in the room with a straight line with every suggestion that is
made.Excerpts of

A Modest Proposal

For Preventing The Children of Poor People in Ireland

From Being Aburden to Their Parents or Country, and
For Making Them Beneficial to The Public
By Jonathan Swift (1729)
It is a melancholy object to those who walk through this great town or travel in the
country, when they see the streets, the roads, and cabin doors, crowded with beggars of the
female sex, followed by three, four, or six children, all in rags and importuning every passenger
for an alms. These mothers, instead of being able to work for their honest livelihood, are forced
to employ all their time in strolling to beg sustenance for their helpless infants: who as they grow
up either turn thieves for want of work, or leave their dear native country to fight for the
Pretender in Spain, or sell themselves to the Barbadoes.
I think it is agreed by all parties that this prodigious number of children in the arms, or on the
backs, or at the heels of their mothers, and frequently of their fathers, is in the present
deplorable state of the kingdom a very great additional grievance; and, therefore, whoever could
find out a fair, cheap, and easy method of making these children sound, useful members of the
commonwealth, would deserve so well of the public as to have his statue set up for a preserver
of the nation.
I shall now therefore humbly propose my own thoughts, which I hope will not be liable to the
least objection.
I have been assured by a very knowing American of my acquaintance in London, that a young
healthy child well nursed is at a year old a most delicious, nourishing, and wholesome food,
whether stewed, roasted, baked, or boiled; and I make no doubt that it will equally serve in a
fricassee or a ragout.
I do therefore humbly offer it to public consideration that of the hundred and twenty thousand
children already computed, twenty thousand may be reserved for breed, whereof only one-fourth
part to be males; which is more than we allow to sheep, black cattle or swine; and my reason is,
that these children are seldom the fruits of marriage, a circumstance not much regarded by our
savages, therefore one male will be sufficient to serve four females. That the remaining hundred
thousand may, at a year old, be offered in the sale to the persons of quality and fortune through
the kingdom; always advising the mother to let them suck plentifully in the last month, so as to
render them plump and fat for a good table. A child will make two dishes at an entertainment for
friends; and when the family dines alone, the fore or hind quarter will make a reasonable dish,
and seasoned with a little pepper or salt will be very good boiled on the fourth day, especially in
winter.
Those who are more thrifty (as I must confess the times require) may flay the carcass; the skin of
which artificially dressed will make admirable gloves for ladies, and summer boots for fine
gentlemen.

As to our city of Dublin, shambles may be appointed for this purpose in the most convenient
parts of it, and butchers we may be assured will not be wanting; although I rather recommend
buying the children alive, and dressing them hot from the knife, as we do roasting pigs.
Some persons of a desponding spirit are in great concern about that vast number of poor people,
who are aged, diseased, or maimed, and I have been desired to employ my thoughts what
course may be taken to ease the nation of so grievous an encumbrance. But I am not in the least
pain upon that matter, because it is very well known that they are every day dying and rotting by
cold and famine, and filth and vermin, as fast as can be reasonably expected. And as to the
young laborers, they are now in as hopeful a condition; they cannot get work, and consequently
pine away for want of nourishment, to a degree that if at any time they are accidentally hired to
common labor, they have not strength to perform it; and thus the country and themselves are
happily delivered from the evils to come.
I can think of no one objection, that will possibly be raised against this proposal, unless it should
be urged, that the number of people will be thereby much lessened in the kingdom. This I freely
own, and 'twas indeed one principal design in offering it to the world.
I profess, in the sincerity of my heart, that I have not the least personal interest in endeavoring
to promote this necessary work, having no other motive than the public good of my country, by
advancing our trade, providing for infants, relieving the poor, and giving some pleasure to the
rich. I have no children by which I can propose to get a single penny; the youngest being nine
years old, and my wife past child-bearing.
The End

Objective and Motive Rubric

Objective

Motive

Participation

TOTAL POINTS:
ADJUSTMENTS:

Poor (0)

Satisfactory (1)

Does not identify

what the
character wants.
Does not identify
why the
character wants
something.
Does not
participate in the
still images
activity.

Attempts to
identify what the
character wants.
Attempts to
identify why the
character wants
something.
Attempts to
participates in
the still images
activity.

________
________

Reason: _____________________________________________
FINAL POINTS: ________ (Rubric Points +/- Adjustments)
LETTER GRADE:

________ (Based on the matrix below)

Points

Final Grade

Exemplary

4-5

Good

2-3

Satisfactory

0-1

US

Unsatisfactory

Good (2)
Clearly identifies
what the
character wants.
Clearly identifies
why the
character wants
something.
Actively
participates in
the still images
activity.

Name: ___________________________________________

Date: ______________

Definition Quiz
1. Define Objective:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Example(s) of Objective:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Define Motive:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Example(s) of Motive:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Home Life

Day

Name:
Age:

Main Concerns /
Needs

Physicality