Glimmer of Hope: How Tragedy Sparked a Movement

 

Glimmer of Hope by The Founders of March For Our Lives

Reviewed by Siera Pactwa, Crish Padua, Sela Pastrana, Viviana Quintana, and Andy Ramos

Review:

    The novel, Glimmer of Hope, by the founders of March for Our Lives, focuses on the stories of several students who were affected by the traumatic shooting at Marjory Stoneman Douglas High School on February 14, 2018, in Parkland, Florida. These accounts shed light on the emotions and experiences these students underwent, as well as the process it took to create one of the largest organizations that pursue to end gun violence. Through this traumatic event, the prominent themes that arose throughout the novel were perseverance, coming of age, and the pursuit of social change at a young age. By compiling these themes together, a non-fiction narrative on ending gun violence is created in order to expose readers to such tragedies like this. As a result, Glimmer of Hope provides young readers with an opportunity to learn that school shootings happen and that teenagers have the power to create change within their society. 

    First and foremost, Glimmer of Hope fits into the genre of Young Adult literature through the non-fiction narrative category because it focuses on the true story of the students affected by the school shooting at Marjory Stoneman Douglas High School. These individuals did not rest until they achieved some sort of gun reform, and it was showcased through their different stories. For example, each chapter in the book starts off with the individual’s name and how they contributed to their cause in a short title which allows an opportunity to highlight the things they had to go through at a young age. It is important to note that the outcome of their efforts created the March for Our Lives movement, so each chapter helps showcase how each individual was able to contribute to the matter.

    Moreover, through the use of narrative, the students were able to express their own feelings of pain and experiences. As a result, this helps connect with readers of similar age such as juniors and seniors in high school because they are high schoolers as well, so the narrative format allows readers of this age to connect and understand the victims affected. Not to mention, the language presented throughout the book also allows for young readers to better grasp the situation there is revolving school shootings. In a sense, the authors write like they would speak to a friend which is another aspect of the narrative format where language is used to better relate to the audience. Thus, this book allows other high school students to understand what the victims were going through, as well as introduce them to tragedies like these. Essentially, the novel increases awareness and influences young readers to act whenever they encounter something unjust in their community.

    All in all, Glimmer of Hope allows young readers to connect to those affected by the tragic shooting. Through the narrative format, the authors are able to connect to many audiences especially those who are in high school. The themes that arose in the book also allow students to relate to the victims whether it be through persevering an obstacle or coming of age. Thus, fitting into the Young Adult literature genre.

Biography:

Glimmer of Hope is not written by just one person, but the text is a collaboration of numerous voices joined together in one piece of literature. The contributors are students that were attending Marjory Stoneman Douglas High School at the time of the shooting on February 14, 2018, including Charlie Mirsky from Pine Crest School and Naomi Wadler from The Maret School. After the infamous shooting at Marjory Stoneman Douglas High School, these high school students called for immediate action from the government to pass legislation restricting the leisurely use of guns in America. Instead of receiving the outcome they desired, these students were instead faced with delays to legislation due to controversy and lack of public support. They then took to their personal social media accounts to spread the movement faster and to a more diverse audience. Eventually, protests were held in numerous locations across the country. The contributors of the text successfully sparked a nationwide movement known as March For Our Lives. These founders have faced death threats from adults, yet, they still pursue their goal to achieve stricter gun control laws. The founders, including, but not limited to, David Hogg, Emma Gonzalez, and Delaney Tarr, participate in high-profile protests, marches, and boycotts in an attempt to achieve their goal. Utilizing their voice and standing up to authority figures, simple high school students heavily impacted by a historical tragedy came together to create the very novel that describes their experiences as young activists for a safer environment for students across the nation. 

(David Hogg, now 21 years old, 18 years old at the time of the shooting, still speaks at public events to advocate for strict gun control laws.)

Instructional Resources:

• https://www.sandyhookpromise.org/ 

• This is just a foundation that focuses on the prevention of gun violence and the protection of children at schools. Sandy Hook Promise is an organization that is led by family members who have lost loved ones that were killed in Sandy Hook Elementary School. Besides March For Our Lives, it's important to provide awareness of other foundations that aim are striving for the same goals. After reading the book, there are lists of various ways people can bring their support, and introducing sites such as this may be the first step. 

• An inside look at the walkout: Charter Oak High School – HS Insider (latimes.com) 

• This short article provides examples of how schools are able to protest against gun violence and honor the lives of the victims killed in these shootings. Charter Oak High School’s walkout contained two different memorials to dedicate to each of the seventeen victims. The action of these students provides an example to others on how to spread awareness of the tragic effects brought by gun violence.

• https://youtu.be/u46HzTGVQhg 

• This is the speech from Emma González. The excerpt of this speech is found within the book on pages 169-170. This video helps provide a visual presentation of what happened on the day the speech was given. It adds to the importance that is found within this moment and the emotional residence that is felt with each word that she says. Along with this is the extended moment of silence that is given. A powerful and symbolic act that needs to be seen as well as read about. 

• https://youtu.be/KVMUIEQXkBU 

• This video presents a group of individuals as they are asked, “What makes them unbreakable?”. Through this, they each share their own struggles and how they have come to persevere and find an acceptance that helped them move forward from these events that have come to impact their lives. Much of what’s found in the video connects a lot with the book as students see firsthand how events such as these, along with other struggles, affect an individual. In watching this video, students gain an understanding of how impactful these events can be, but they also learn that sense of hope that’s found after the tragedy. 

• https://www.nytimes.com/2018/06/06/us/parkland-shooting-class-survivors.html 

• This article provides more stories and experiences of others affected by a similar incident. The article gives a new perspective outside of the stories told within the book as it adds to how much incidents like this have a lasting effect. Outside of the accounts found in the book, reading through these articles presents students the experience of other students in order for them to grasp an understanding of how much these traumatic events can affect students.

• https://marchforourlives.com/ 

• This is the website of the authors of the book, Glimmer of Hope. Within this site, there are updates in regards to what they are doing next to combat violence as well as promoting changes. Those that visit are able to donate and join. Along with this, is that you can view their policies within this site and find out more in regards to March For Our Lives. 

• https://greatergood.berkeley.edu/article/item/nine_ways_to_help_students_discuss_guns_and_violence 

• This article provides ways to deal with the aftermath of experiencing incidents of gun violence in schools. In this article, Tavares promotes the idea of encouraging and embracing the moments of silence that come after. She focuses on giving teachers and students the readiness to tackle this sensitive topic. What this article provides is more of a guide on how teachers can approach students to discuss how they are feeling and what they are thinking. And for students, this presents them with a way or at least a footing in how to talk about their experience while maintaining their sense of agency.

• https://youtu.be/vHoXYugdmh0 

• As a first-year teacher, Brittany Sinitch shares her experience during a school shooting. In the video, she tells her story and what she had felt during such a vulnerable and horrific situation. However, despite the tragedy, what the video provides for students and teachers is the sense of hope that comes after. Along with this, the courage and actions of March For Our Lives provide this sense of inspiration and courage to others. 

Instructional Activity:

Preview:

Prior to reading, students will be tasked with completing a 1-2 paragraph quick-write that details their opinions on a problem or movement that is currently impacting their community, school, or the country. Here, they will pose questions, provide solutions, or shed light on the issue which will then be shared with classmates. In groups of 4-5, the final will be in the shape of a collaborative essay and multimedia project which requires students to take a closer look at the movement of their choice in a creative manner.

California Common Core Standards: 

CCSS.ELA-LITERACY.SL.11-12.1. 

Initiate and participate effectively in a range of collaborative discussions  (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 

1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,  well-reasoned exchange of ideas. 

2. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. 

3. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

4. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible, and determine what additional information or research is required to deepen the investigation or complete the task.

CCSS.ELA-LITERACY.W.11-12.3. 

Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. 

1. Engage and orient the reader by setting out a problem, situation, or observation and its

significance, establishing one or multiple points of view, and introducing a narrator

and/or characters; create a smooth progression of experiences or events.

2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. 

3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). 

4. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. 

5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

CCSS.ELA-LITERACY.SL.11-12.4. 

Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Use appropriate eye contact, adequate volume, and clear pronunciation. CA 

1.  Plan and deliver a reflective narrative that: explores the significance of a personal

experience, event, or concern; uses sensory language to convey a vivid picture; includes

appropriate narrative techniques (e.g., dialogue, pacing, description); and draws

comparisons between the specific incident and broader themes. (11th or 12th grade) CA 

2. Plan and present an argument that: supports a precise claim; provides a logical

sequence for claims, counterclaims, and evidence; uses rhetorical devices to support

assertions (e.g., analogy, appeal to logic through reasoning, appeal to emotion or ethical

belief); uses varied syntax to link major sections of the presentation to create cohesion

and clarity, and provides a concluding statement that supports the argument presented.

(11th or 12th grade) CA

CCSS.ELA-LITERACY.SL.11-12.5. 

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest

CCSS.ELA-LITERACY.W.11-12.7. 

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; (including a self-generated question) or solve a problem; narrow or broaden the narrow or broaden the inquiry when appropriate; synthesize multiple inquiries when appropriate; synthesize multiple sources on the subject, demonstrate sources on the subject, demonstrating understanding of the subject starting understanding of the subject under investigation.

Resources and Preparation: 

• Chromes book will be the primary resource for researching problems that exist today. A list of instructional resources will be provided. 
• For preparation, the instructor will show a news article detailing the events that occurred in the Marjory Stoneman Douglas High School. 
• Students will be encouraged to share their thoughts, initial reactions, or comments prior to the warm up 

Instructional Plan:

• Warm-up: 1-2 paragraph quick-write to get students thinking critically about issues that are prevalent today and in need of attention. 
• Purpose: spark interest, inspiration, and get students engaged in relevant topics that they are passionate about.
• This assignment requires students to be innovative and think beyond their perceived limitations.
• Students will share their movement with their peers and give feedback.

• While reading: identify themes and refer to specific passages to reinforce any points of reflection or arguments. 

• Multimedia Project: in groups, construct a 4-5 page collaborative essay and create a multi-media project for a specific movement or issue (PowerPoint, video, blog, social media profile, interview, etc). 
• Purpose: promote awareness, teach rather than sparking fear, and provide solutions based on experience and at least two scholarly sources.  
• Each student must complete least 1 page in the collaborative essay while providing a unique perspective.
• Students will have diverse perspectives by being participants or founders of a particular movement

Ultimately, the goal of the lesson is to create awareness and, more importantly, inspire individuals to play a role in the ongoing movements to create positive social and political changes. 

Goals of the lesson 

Students will be able to critically articulate events from the novel. 

Students will be able to collaboratively judge and investigate injustice by creating a multimedia project and presenting it to the class.

Students will be able to have civil discussions about controversial topics, use literary analysis and educational resources for specified content, and use creativity to try and solve it.

Handouts

Bibliography:

Burch, Audra D. S. “'Are We Going to Die Today?' Inside a Parkland Classroom as Bullets Flew.” The New York Times, The New York Times, 6 June 2018, www.nytimes.com/2018/06/06/us/parkland-shooting-class-survivors.html. 

Gonzalez, Emma. “Emma Gonzalez’s powerful March For Our Lives speech in full.” Youtube, uploaded by Guardian News, 24 March 2018, www.youtube.com/watch?v=u46HzTGVQhg. 

 

Guevarra, Clarisse. “An inside Look at the Walkout: Charter Oak High School.” Los Angeles Times, Los Angeles Times, 29 Mar. 2018, highschool.latimes.com/charter-oak-high-school/an-inside-look-at-the-walkout-charter-oak-high-school/. 

 

March For Our Lives, 22 Feb. 2021, marchforourlives.com/. 

 

“Preventing Gun Violence Before It Happens.” Sandy Hook Promise, 4 Mar. 2021, www.sandyhookpromise.org/. 

 

Sinitch, Brittany. “How to see the good in the aftermath of tragedy / Brittany Sinitch / TedxPineCrestSchool” Youtube, uploaded by Tedx Talks, 2 July 2020, https://www.youtube.com/watch?v=vHoXYugdmh0

 

Tavares, Laura. “Nine Ways to Help Students Discuss Guns and Violence.” Greater Good, 7 Mar. 2018, greatergood.berkeley.edu/article/item/nine_ways_to_help_students_discuss_guns_and_violence. 

“We Asked Individuals What Makes Them Unbreakable.” Youtube, uploaded by Five Foot One Teacher, 3 February 2020, https://www.youtube.com/watch?v=KVMUIEQXkBU 

- Images: 

“Glimmer of Hope: How Tragedy Sparked a Movement by The March for Our Lives Founders.” Goodreads, Goodreads, 16 Oct. 2018, www.goodreads.com/book/show/40944061-glimmer-of-hope.