Building Bridges of Empathy

About This Lesson

In the final lesson of this text set, students read and discuss Naomi Shihab Nye’s narrative poem “Gate A-4.” The lesson’s activities support students in reflecting on the intentional acts of kindness depicted in the poem and engaging in perspective-taking, broadening their views by considering the emotional landscape of the various characters. To this end, students will create empathy maps to explore how intentional gestures of kindness—even small ones—can cultivate belonging in communal spaces, even among strangers. In a culminating discussion, students will relate the poem’s big ideas to their own experiences in the classroom and in school, discussing ways to create a “shared world” similar to the one at the end of “Gate A-4.” Ultimately, the lesson aims to inspire students to see themselves as agents of kindness and change, motivated to create environments where everyone feels seen, valued, and heard, thus reflecting Shihab Nye’s message of interconnectedness and kindness. 

Essential Questions

• Why do people move? 
• How can our migration experiences and those of our ancestors shape our sense of who we are and where we belong? 
• How can literature and storytelling broaden our perspective and build empathy for the human experience of migration?

Guiding Questions

• What can the poem “Gate A-4” teach us about the power of kindness in everyday situations?
• How can the poem inspire us to foster empathy and create a sense of community in our classroom and school?

Facing History Learning Outcomes

• Critically and ethically analyze thematic development and literary craft in order to draw connections between the text and their lives.
• Practice perspective-taking in order to develop empathy and recognize the limits of any one person’s point of view.
• Recognize that their decisions matter, impact others, and shape their communities and the world.

Lesson Plan

Activity 1: Think About Acts of Kindness

Remind students that in the previous lesson, they considered how trying to understand someone through their experiences and relationships can feel more inclusive and welcoming than only trying to understand them in relation to a place. Intentional acts like thinking about how we ask questions and creating space for other people’s stories can have a big impact on belonging. In this lesson, students will be thinking about the power of intentional acts of kindness and expressions of empathy in their own lives.

Ask students to think about a moment when someone was kind to them. It could be as simple as sharing a snack, giving a compliment, or helping with an assignment. Let students know that they will be sharing their moment with a partner.

After students have had some time to think, invite them to quickly share their ideas in pairs. They should describe the moment and how the act of kindness made them feel. 

See if any students want to share, and then ask the class: How do you think acts of kindness can change the atmosphere of a place, like a classroom or a school? 

Activity 2: Listen to and Read “Gate A-4” by Naomi Shihab Nye

Next, explain to students that they will listen to a narrative poem called “Gate A-4” by Naomi Shihab Nye. As they listen, they should think about the range of choices that the characters have and the impact of their decisions on the final outcome.

Play the video Naomi Shihab Nye Reads “Gate A-4” (04:12) while students just listen and watch. 

Then pass out the reading ”Gate A-4” by Naomi Shihab Nye and invite students to read it to themselves. As they read, instruct them to “talk” with the poem by placing a star next to lines or moments that resonate with them.

Project the following questions for a journal reflection. Let students know that they will share their responses in small groups.

• How does this poem make you feel? 
• What does this poem remind you of?
• What’s going on in “Gate A-4”? In other words, what is the story of the poem? 

Move students into groups of four to share ideas from their journal reflections. Students will remain in these groups for the next activity. 

Activity 3: Create an Empathy Map for “Gate A-4”

Still working in groups, explain to students that they will be creating an empathy map for one character in the poem. The purpose of this activity is to deepen their understanding of their character’s emotional landscape. In other words, they will be thinking about what their character might be thinking about and feeling as the poem unfolds.

Pass out the “Gate A-4” Empathy Map handout. Read the instructions and assign each group to a character. Depending on the size of your class, you may have multiple groups for some or all of the characters. Double up with the narrator and the older woman if you are choosing which ones to have more groups work on. Circulate to get a sense of their discussions. Prompt students to draw evidence from the text to support their thinking. 

When the groups have finished, have them share the information from their empathy maps.

Activity 4: Facilitate a Class Discussion

Project the following questions one at a time for a class discussion: 

• What choices do one or more characters make that help build bridges of empathy and lead to the creation of a “shared world” at the end of the poem? 
• Imagine your school as a “shared world” like the one at Gate A-4. What would this kind of environment look like and feel like in a school setting? 
• What are some practical steps, large or small, that you can take to help build bridges of empathy and cultivate a “shared world” where everyone feels a sense of belonging in your classroom and at your school?