Allegedly

Use this activity to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity.

“Nature, Nurture, and Behaviors”

In this activity, students will conduct research and examine evidence to present a well-reasoned argument as to whether Mary’s upbringing can account for her behaviors and involvement in Alyssa’s death.

In this activity, you will determine whether Mary’s childhood and personal background explain her behaviors and her alleged involvement in the crime for which she has been accused. To do this, you will conduct outside research, analyze evidence from the novel, and create a slideshow presentation to share your findings. Your research is not limited to but may include the following topics: media bias and public opinion regarding nature versus nurture; the role of mental health, trauma, and abuse in crimes; protective factors in adverse childhood experiences; and/or legal precedent regarding whether age, abuse, trauma, or mental disorders have been used to mitigate sentencing in severe juvenile crimes. Follow these steps carefully as you begin:

Step 1: Research topics central to the juvenile justice system.

Step 2: Close read the novel for details in Mary’s life that corroborate your research.

Step 3: Using evidence from both your research and the novel, create a polished presentation of a well-reasoned argument. Your presentation should:

• Be professional in language and tone
• Avoid graphic depictions and imagery
• Balance text, pictures, and speech
• Include a works cited list

After students formally present their arguments to the class, reflect on the presentations of your peers. What points from their research surprised you? What did you learn? Did your classmates’ presentations persuade you to see their side of the argument? Why or why not?

Teaching Suggestion: This activity offers students a chance to show their understanding of the novel while also allowing them to use research to draw conclusions regarding the central conflict and message. Students may benefit from academic-style guidelines and teacher clarification of the type and the number of sources to reference, such as one legal source, one study, and/or one scholarly article. Feedback during the process may help students meet requirements. You might also remind students that some of the paired texts in this unit can be used as research.

Differentiation Suggestion: For students with organizational or executive functioning differences, graphic organizers for each process or step may be beneficial. For multilingual learners, pre-selected sources and/or pre-highlighted passages related to the central question may help with time management and ease transition from language comprehension to analysis and synthesis. To include more learning styles and cultures, consider allowing options for group work or formal writing in place of individual presentations, or consider turning the activity into a formal class debate or mock hearing.

Use these essay questions as writing and critical thinking exercises for all levels of writers, and to build their literary analysis skills by requiring textual references throughout the essay.

Differentiation Suggestion: For English learners or struggling writers, strategies that work well include graphic organizers, sentence frames or starters, group work, or oral responses.

Scaffolded Essay Questions

Student Prompt: Write a short (1-3 paragraph) response using one of the bulleted outlines below. Cite details from the text over the course of your response that serve as examples and support.

1. The novel explores the power of The Parent-Child Relationship and its lasting impact as children age.

• How does the parent-child relationship serve as a motivating factor in Mary’s actions? (topic sentence)
• Explain what actions Mary takes and how they relate to her desire for a healthy parent-child relationship.
• In your concluding sentence or sentences, consider The Effects of Mental Illness on the Family Unit and whether Mary’s dysfunctional parent-child relationship is sufficient for explaining her alleged crimes and behaviors.

2. The novel raises many questions regarding the juvenile justice system and the possibility of rehabilitation.

• What factors complicate characters’ chances at rehabilitation within the juvenile justice system? (topic sentence)
• Explain which of Mary’s experiences in both “baby jail” and the group home create roadblocks toward recovery and successful reintegration into society.
• In your concluding sentence or sentences, reflect on the significance of the novel’s message and its connection to The Longshot of Rehabilitation.

Full Essay Assignments

Student Prompt: Write a structured and well-developed essay. Include a thesis statement, at least three main points supported by text details, and a conclusion.

1. Throughout the novel, Jackson explores the lasting impacts of abuse and negligence within the family unit and within legal and carceral institutions. How are Mary’s experiences with her mother like her experiences in “baby jail” and the group home? What do both family and carceral institutions fail to provide Mary, and what do these failures reveal about the intersections of mental health, trauma, and juvenile justice systems? In your response, consider whether these failures sufficiently account for Mary’s actions and explain your reasoning.

2. Consider the novel’s structural elements, including chapter openings, point of view, and plot. How does Jackson control narrative structures to create ambiguity within the novel? How does the unreliable narrator trope both create and dismantle sympathy for Mary’s character? In your response, consider what this ambiguous treatment of character and plot reveals about the larger issues of crime, mental health, and/or carceral systems.

Multiple Choice and Long Answer Questions create ideal opportunities for whole-text review, exams, or summative assessments.

Multiple Choice

1. Which of the following does Herbert’s death in the first chapter foreshadow?

A) Mary’s conviction

B) Mary’s last days in the group home

C) Mary’s future

D) Mary’s mother’s cruelty

2. What career does Mary hope to pursue?

A) Teacher

B) Nurse

C) Probation officer

D) Cosmetologist

3. What is ironic about Ted telling Mary she will be a good mom?

A) Her caseworker will not allow her to keep the baby.

B) She lives in a violent group home.

C) Her own mother was great with babies.

D) The world sees Mary as a baby killer.

4. How does Ted define family?

A) People you stick with even if they hate you

B) People that are responsible for your self-hate

C) People you both love and hate

D) People who eventually disappoint you

5. Why is Mary surprised that Ms. Claire is willing to help her with the SAT test?

A) Ms. Claire caught Mary cheating on the test.

B) Mary’s mother taught her to disparage immigrants.

C) Mary’s caseworker told her there was no chance of her passing the SAT.

D) Most people believe Mary is not worth their time due to her conviction.

6. What does recommending the novel Push to Mary reveal about Ms. Veronica?

A) Ms. Veronica cares about her education and wants her to succeed.

B) Ms. Veronica stereotypes Mary and misunderstands her situation.

C) Ms. Veronica wants to be her role model.

D) Ms. Veronica is trying to be friendly and connect with her.

7. Why does Mary correct Ms. Cora for referring to Alyssa as “the deceased infant” in Chapter 8?

A) She does not use the word “allegedly,” indicating that she thinks Mary is guilty.

B) Alyssa was a person, and Mary loved her.

C) Alyssa was a toddler, not an infant.

D) These were the words that haunted her in baby jail.

8. What is “Alyssaing”?

A) Mary uses this term to describe her helplessness in times of stress.

B) Mary uses this term to describe the public outcry surrounding murdered white children.

C) Mary uses this term to describe her mother’s delusional devotion to Alyssa.

D) Mary uses this term to refer to flashbacks of the night Alyssa died.

9. What does Mrs. Richardson reveal to Mary about her involvement in Alyssa’s death?

A) She never believed Mary did it.

B) She still does not believe Dawn would kill a baby.

C) She blames Mary for Alyssa’s death.

D) She knows Mary is guilty.

10. Why is Ms. Cora’s kindness so difficult for Mary?

A) Mary cannot repay Ms. Cora.

B) Ms. Cora reminds Mary of her mother on a good day.

C) Mary is used to being treated like a monster.

D) Ms. Cora is asking for too much in return for representing Mary’s case.

11. What does Mary’s lack of recognition of Dr. Cross do in the story?

A) It creates ambiguity by casting doubt on Mary’s memory.

B) It proves that the state is fabricating her mental health reports.

C) It raises suspicions regarding the murder weapon.

D) It proves that Kelly and Tara gave her a concussion.

12. What is ironic about Mary’s growing friendship with Sarah?

A) Mary has never had friends before.

B) The only thing she and Sarah have in common is being in a group home.

C) Sarah is as dangerous as Kelly and is not innocent as Mary believed.

D) Sarah genuinely cares about Mary’s opinions.

13. What does Mary’s mother try to accuse Mary of?

A) Being the devil

B) Poisoning Ray

C) Throwing Alyssa

D) Killing Junior

14. What does Mary believe the girls at the group home have in common?

A) They are all too broken to be fixed.

B) They are all victims of terrible circumstances.

C) They all have mental disorders.

D) They all deserve to be considered innocent until proven guilty.

15. What is Mary’s underlying motivation?

A) To keep Bean safe

B) To protect her mother, Dawn

C) To become a teacher

D) To have Mrs. Richardson as a mother

Long Answer

Compose a response of 2-3 sentences, incorporating text details to support your response.

1. Who do you believe killed Alyssa, and why?

2. How does perception shape people’s willingness to trust others’ stories, and how does Jackson explore this idea in the novel?