Today, I’m going to give suggest a formal writing prompt that could be used in an English language arts course just about any time during the academic year, although February and May are obvious choices.
You might want to collaborate with a social studies teacher in preparing students for this assignment, with you guiding students toward suitable literary fiction and your colleague handling the historical elements.
Cui bono injustice?
Americans traditionally celebrate their national political holidays— Presidents’ Day, Martin Luther King Day, Memorial Day, Independence Day, Veterans’ Day—as memorials of fights against injustice. While Americans bemoan the victims of injustice, as we should, we typically ignore the beneficiaries of injustice. If we want to prevent continued injustices, it is vital to identify the past beneficiaries of injustice and how those people were or are allowed to continue to benefit.
In an informative/expository text, identify and discuss three beneficiaries of injustice done to Americans. The targets of injustice may be individuals or groups; the beneficiaries also may be either individuals or groups.
Your discussion must include:
- one example from history prior to your birth,
- one example from literary fiction, and
- one example from your personal experience or personal observation.
Be sure you define what constitutes injustice. Also identify why people who were not beneficiaries allowed the injustice to continue. Don’t rely on generalizations: Give specific information cited from reputable sources.
Please keep your text to under 750 well-chosen words.
Notes about this writing prompt
The title of this post uses a Latin legal phrase, cui bono, which means, “Who benefits?” The phrase is applied to a strategy for identifying crime suspects, since criminals usually commit crimes because they derive some benefit from those crimes. Students will come across the phrase in many different occupations, so teach it along with giving the writing prompt.
Before you use this prompt, I suggest you line up literary nonfiction that deals with injustices that you could have students read or that you could at least recommend. The most difficult part of this prompt for ELA teachers and students is making sure students present specific information about the benefits of injustice. To say, for example, that slaveholders got workers for a nominal investment is a generalization. Zora Neal Hurston’s Barracoon documents how much money was made by selling slaves from non-slavery states south to slave-holding states.