Lesson Plan: The Workaround
Subject/Course: DEI/Population Health
Topic: Resilience
Grade Level: 11-12
Common Core Standards:
Reading Standards for Literature (Grades 11 & 12: 2-7)
Reading Standards for Informational Texts (Grades 11 & 12: 1-6)
Writing Standards (Grades 11 & 12: 1, 4, 5, 9, 10)
Episode: “The Workaround” (Season 2) Full audio | Transcript
Lesson Length/Time Needed: Three class periods
Lesson Created by: A. Winquist (Washington)
Lesson Objectives
Define and describe “resilience” and apply that definition to lived experiences of individuals in prison.
Self-reflect and recognize own lived experience related to resilience, and then identify connections between student’s own life and those at San Quentin prison.
Through an empathetic lens, recognize the similarities and differences of those in and out of prison related to resilience.
Materials Needed
Audio Clip
*See note below about ending the podcast early. Consider ending podcast at 25.10.
Activities
Introduction
Introduce the topic of resilience: defining and applying to individuals and communities
Briefly talk about the prison system. What might be the daily challenges of incarcerated individuals regarding personal care?
How might incarcerated individuals respond positively to those challenges in prison?
Activity
First class:
Self-reflect and take notes. How are you resilient at school, home, and/or in your activities? How do you have to be creative to keep moving forward? Show the students or give a handout with a table consisting of three columns: home, school, and creativity. Ask the students to complete each column before sharing with another student.
Share with another student.
Pair-share with another pair.
Bring to large group by each group of four sharing (depending on class size). Can you connect with your classmates on how they are resilient?
Next class, listen to the podcast:
Before starting, tell students that there are several incarcerated individuals who share their experiences about how they “adapt” to their environment.
Topics include: brushing teeth; wrinkles and clothes; haircuts; skin care; soap making; makeup; communicating; cards.
Remind students of the definition and resilience and what they talked about in the last class.
How does prison life define and not define the incarcerated people?
Assignment turned in — Ask students to re-listen to the podcast at home, and then answer each question:
Who did you connect with and why?
How were they resilient?
How does prison life define and not define the incarcerated persons? Grading will be based on integrating class discussions and content, as well as depth of thinking and reflection. Use specific examples from the podcast.
Next day:
Share with each other (pair and share) what they reflected on in their assignment. See below outcomes and final project.
Discussion ideas
What does the word “workaround” mean? What does this term mean related to resilience, adapting, and leaning on creativity? Listen to Jason Jones at 4:00.
We know what it is like to have a fresh haircut. Do incarcerated individuals feel the same with a fresh haircut? Big Zo Barbershop said he “makes people feel good.” Listen at 6:30.
Lady Jo identifies as a woman at the San Quentin prison. What does she do to create makeup? Listen at 13:30.
Jose Vasquez talked about how he stayed connected with friends. That connection and communication were important in prison. How can you relate to his experience? What did he do to stay connected with other inmates when they were in lockdown (having to stay in his cell)? Listen at 17:00.
George “Mesro” always has his handmade cards with him. Mesro states that Dungeons and Dragons games “transport you to a place where we can be heroes.” He says the games let him see hills, trees, the sun, an occasional dragon, and castles, for example. What do you lean on to take you away from life’s challenges? Games? Books? Friends? Art? Listen at 21:30.
Outcomes
Final project: This could be a two-page paper or voiceover assignment.
What did you learn that you did not know before about living in prison? Reflect back on our discussion on empathy.
What are the daily challenges of living in prison and how are incarcerated people resilient on a daily basis? Give specific examples.
What have you learned about resiliency in your daily life and that of your classmates? Offer one or two ways that you are inspired to be resilient in your daily life? Who can you lean on for support? Who is your community?
Additional Resources
Opinion piece by incarcerated individual: Resilience and Resistance: Fighting for Higher Education in Prison
Content Warnings
Topic of masturbation: The podcast leads the listener throughout the podcast by asking what is “fi fi.” Not until the end is “fi fi” defined (or sort of defined). “Fi fi” is an object created in prison to use for masturbation. This content is not suitable for all listeners, schools, and ages. The description of “fi fi” goes into more detail at the end, so the podcast can be ended at 25:10. As needed, this content can be deleted throughout the podcast.