In this activity, students will compare and contrast the novel with the film using the T-Chart layout. The column on the left identifies scenes in the novel that were not present in the film. The column on the right identifies scenes in the film that were not present in the novel.
The first example of a scene that was not present in the movie is when Kenny meets Rufus for the first time on the bus to Clark Elementary School. Another is when Byron comes to Kenny’s rescue, to fight the bully, Larry Dunn. Last is Mrs. Watson’s attempt to burn Byron’s fingers with a match, after she catches him lighting toys on fire.
The first example of a scene not present in the novel is when Byron, Kenny, and Joey meet their cousins in Birmingham, Alabama. The cousins describe the peaceful protests, their roles, and how they were arrested.A second element only in the films are the newscasts describing events of the 1960s that catch the attention of Byron and Mrs. Watson. The last example is when Byron and Kenny unknowingly attempt to order in a "whites only" restaurant.
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard comparing and contrasting the book and film version of The Watsons Go to Birmingham
Ask the students to read and analyze the story carefully to understand the different types of references present in the story. Before discussing the topic of historical references, give some background description of how real-world events can be covered in stories as well as how literature spreads awareness and inspires change.
Give students examples of historical references used in other stories and novels that they are already familiar with so that they get an idea of the context. Once students have done some practice, ask them to highlight all the historical references present in the story and try to understand the context in which they are used.
Ask the students to pick any three major references from the book and perform independent research on those references. For instance, if a student picked The Civil Rights Movement, they can look into its dates, the causes and impacts, and significant figures involved to find out more about the history and the context in which it is used in the novel.
Encourage the students to consider the impacts of these historical references on the story. Students can look into how these references have impacted the characters and helped in the character development, or how they relate to the themes of the story. Students can also compare their perspectives on these events and initiate a healthy discussion.
Discuss the historical allusions and their relevance in the book with other readers to get their opinions. Invite contemplation on the ways in which these allusions still hold significance in the modern world. Guide the students to perform different activities in order to understand the novel.
One notable distinction is that, in order to meet the duration restrictions of a movie, the film shortens several sequences and leaves out key elements from the novel. Students can read the novel and watch the film as an activity for a comprehensive analysis of the differences.
Yes, the film did a good job of expressing its fundamental ideas and underlying messages, which included the value of family, resiliency, and the effects of historical events on people. Only a few scenes might be considered missing from the film however, students use the film for their review and analysis as well as to enjoy the visual storytelling.