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The Hate
Hate UU Give
by Angie
Angie Thomas


I currently teach high school juniors in English III and AP

English Language and Composition.
I frequently use trade books and other supplemental
resources in my classroom. My students are given two
lists of 60 books each: one has contemporary teen
dystopian novels and the other contains titles by a
diverse range of writers. I've added the Lexile levels to all
of the titles, and students are allowed to select any of the titles that exceed their Lexile
for their independent reading assignments. I also have a selection of non- ction titles
that I have four or ve copies of, and my students use those in small groups. I do not
use the textbook for my class, so everything my students read is a "supplementary"
I have found that, beyond middle school, teachers in English classes seem to rely on
the textbook and the classics. I am the only teacher on my campus -- that I am aware of
-- who uses young adult ction. Most of the teachers I know do bring in additional
materials. Non- ction expository texts, in particular.

section i: bibliography & graphic for book

bibliographic information

Thomas, A. (2017). The hate u give. New York, NY: Harper Collins.
awards & accolades

National Book Award Longlist

Edgar Allan Poe Award Nominee (Mystery Writers of
Boston Globe-Horn Book Award
William C. Morris Award Finalist
2018 Capitol Choices, Ages Fourteen and Up
Spring 2017 Kids’ Indies Next List, Top 10
2017 Kirkus Prize Finalist
Booklist Top 10 Books for Youth 2017, First Novels
Publishers Weekly’s; Best Books of 2017, Young Adult
School Library Journal’s Best Books of 2017, Young Adult
Horn Book Fanfare List 2017, Fiction
Shelf Awareness 2017 Best Books of the Year, Teen Books

section ii: summary & personal response


Inspired by the Black Lives Matter movement and the national epidemic of police violence
against unarmed black men and women, The Hate U Give by Angie Thomas paints a vivid
picture of a girl, a community, and a culture in crisis.

Sixteen-year-old Starr Carter nds herself at the center of con ict after she witnesses the
murder of her friend Khalil at the hands of a white police o cer in her Garden Heights
neighborhood. Before the shots that took Khalil's life, Starr cultivated two identities: her
Williamson Prep private school persona and her Garden Heights "real" self. After the
murder, Starr struggles to gure out who she is and where she belongs.

As Garden Heights faces protests, curfews, and militarized police presence, the news of
Khalil's death and Starr's witness status makes news in the community and at Williamson
Prep. Starr grapples with the problems of tting in versus being real, being silent versus
having a voice, and personal safety versus social responsibility.
starr the carter family khalil

According to Publishers Weekly, the novel's "greatest strength is in its authentic depiction of
a teenage girl" and "her loving family." The compelling and realistic portrayal of Starr forms
the core of the novel, and the constellation of characters around her mirrors the full range
of disparate lives and personalities in American culture. As Starr "attempts to reconcile
what she knows to be true about their lives with the way those lives are depicted—and
completely undervalued—by society at large," readers are challenged to examine their own
assumptions and beliefs, as well as their reactions to police violence in America today.

personal response

I found this book to be an amazing read. Funny, tragic, sadly

realistic, poignant, and important, The Hate U Give is a novel
that I feel compelled to read with my students, even if only

The characters are wonderful, multi-dimensional, awed, and

compelling -- people I could care about and worry about with
voices that were both familiar and authentic. I rooted for Starr
from the horrifying beginning, and I cried on more than one occasion as she worked
through her trauma.

I nd myself agreeing with reviewers who have called the novel "required reading" because
it o ers varied and complex portrayals of black lives, which are so often either distorted
into caricature or stereotype or missing completely, I don't know how anyone could read
this story and fail to be engaged and moved; furthermore, I don't know how anyone, after
reading this story, could deny the existence of systemic racism.

section iii: justification for use

why teach this book?

According to, this novel is a high-interest/low-readability book. With a Lexile

measure of HL590, the sentence structure and vocabulary of the book are considered to be
much lower than the Lexile range for juniors; however, the content and themes are
considered engaging and appropriate for older students. The suggested age range is 14-17.

As many of my students do not read at grade-level, this novel should be accessible and
comprehensible. Additionally, the novel is authentic, relevant, and engaging. Students will
be interested in the drama/tragedy. They will recognize the plot from current events. They
will identify with the con ict of the main character.

There are three main things they stand to gain from reading this novel: understanding,
empowerment, and empathy. First, the novel o ers students who are not familiar with the
Black Lives Matter movement or with the lives of African Americans an inside, multifaceted
view. The varied characters present many di erent perspectives to which the students can
relate or from which the students can learn. Students who have not experienced racism will
see both individual racism (like that of Starr's friend Hailey) and systemic racism (like that of
the justice system). Next, students from unrepresented, underrepresented, or
misrepresented groups may feel empowered, not only by Starr who nds her voice, but
also by DeVante who leaves his gang and testi es against them, Mia who learns to stand up
for herself, Uncle Carlos who allows himself to look critically at his colleagues, Starr's father
who learns that living in the suburbs doesn't make you any less black. Finally, studies have
shown that students who read ction may "experience a more pronounced change of their
prejudicial attitudes towards disadvantaged people, particularly immigrants, refugees, and
gay people than did students who have not" (Vezzali cited in Beach, pg. 10). Although this
particular study referred speci cally to the Harry Potter books, it is not a stretch to imagine
this novel having the same e ect.

This novel would make an excellent independent reading or student choice selection. I
would also recommend teaching excerpts of the novel in conjunction with other texts. Due
to explicit language, I would not teach the entire novel with an entire class, and I would be
certain to send a permission slip home to any students who read this novel as a small
group or individually.

the huffington post

"Why Everyone Needs to Read 'The Hate U Give' by Angie


In this article on The Hu ngton Post, writer Ryan Douglass

describes The Hate U Give as a masterpiece and sets forth his reasoning for why the novel is
more than "important" -- it should be required reading. The novel has received critical
acclaim and is being made into a lm. Douglass describes the narrative voice as "fun,
straightforward and often funny," the narrative as "epic in scale," and the lives as the
characters as lled with "dramatic authenticity." The novel, Douglass asserts, "teaches
without preaching," allowing the reader to "feel the pains and joys of black people" as
"black culture pulses through the sights, language, music and style" represented.

This article would be a good piece to use with students during pre-reading. Topics worth
exploring during pre-reading include black representation in popular culture, inclusion of
black authors in the literary canon, diversity in young adult literature, racial literacy in high
school classrooms, and the Black Lives Matter movement.

Additionally, this article could be used with other teachers, administrators, or parents to
explain why the book has been included (whether whole or in part) in your curriculum as
on a list of possible independent reading books.

the cult of pedagogy

The Hate U Give Book Study

This educational blog hosted a "summer of 2017 study of

Young Adult books," with The Hate U Give being the rst
novel discussed. Blogger Jennifer Gonzalez describes the
novel as a potential "springboard for talking about race
relations, law enforcement, and the Black Lives Matter
movement." She o ers some questions for her readers about
how they would deal with concerns that the book is biased
or with students/parents "who feel more sympathetic to
o cer one- fteen," as well as how teachers might address
the presence of sex and profanity. Many responses to these
questions can be found in the comments posted on the page.

In addition to using the resources provided by the blogger, teachers can use the discussion
provided in the comments to anticipate potential concerns and see how others have
addressed them.
teaching tolerance

Why Teaching Black Lives Matter Matters Part I

Contributor Jamilah Pitts argues that "all educators have the

civic responsibility to learn and teach basic history and the
tenets of [the Black Lives Matter] movement for racial justice." The article begins with a
description of the con ict felt by social justice educators as exempli ed by second-grade
teacher Ti any Thompson: how do I teach about the Black Lives Matter movement?
Thomas recognizes there is risk involved due to the misconceptions related to the
movement and the criticisms that have been leveled against it. Some see it "as the work of
strategic activists drawing attention to and combating issues that harm black people, black
communities and humanity at large," while others see it "as a movement marked by violent
outbursts and driven by an exclusionary, racist, anti-police agenda." This article seeks to
describe the movement, to correct misconceptions, and to address criticisms in the goal of
persuading educators of their responsibility to teach about the movement.

This is a good introduction to the Black Lives Matter movement for teachers who are not
that familiar with it. It gives teachers appropriate information for responding to
student/parent concerns related to the misconceptions, myths, and criticisms against the

links to state standards

This novel has the potential to be used in connection with just about any of the Texas
Essential Knowledge and Skills standards for English III. In particular, the TEKS related to
theme and genre, as well as those related to elements of ction.

(2) Reading/Comprehension of Literary Text/Theme and Genre.

(A) analyze the way in which the theme or meaning of a selection represents a view or
comment on the human condition
(B) relate the characters and text structures of mythic, traditional, and classical
literature to 20th and 21st century American novels, plays, or lms
(C) relate the main ideas found in a literary work to primary source documents from its
historical and cultural setting

(5) Reading/Comprehension of Literary Text/Fiction.

(B) analyze the internal and external development of characters through a range of
literary devices;
section iv: applications to the classroom

activating prior knowledge: is racism real?

Studies in neuroscience have shown that "relevant, meaningful activities that both engage
students emotionally and connect with what they already know are what help build neural
connections and long-term memory storage." In order to connect with what students
already know, I would give them an anticipation guide with a series of statements about
race. Students would check YES or NO to indicate whether or not they agree with that
statement. Next, we would watch a video called, "Racism is real."

Following the video, I would ask students to share what they learned and whether anything
surprised them. Then we would review the anticipation guide questions, and I would have
the students predict how reading The Hate U Give could give them more insight into race
and racism in American.

After reading the novel, we would revisit the questions from the anticipation guide again.

Research Note: Science Shows Making Lessons Relevant Really Matters, Edutopia

comparison matrix: duality, invisibility, silence, and


According to Marzano, analyzing "two or more elements in terms of their similarities and
di erences" is a "mental operation that researchers have concluded is basic to human
thought." One tool for this type of analysis is a comparision matrix. In order to connect The
Hate U Give to writing from the 20th century, I would have students complete a comparison
matrix looking at the motifs of duality, invisibility, silence, and erasure while reading THUG
and excerpts from Invisible Man, Erasure, and The Souls of Black Folks. I would begin by
modeling how to ll out the matrix using "I, too, am America," by Langston Hughes.

Research Note: What Works in Classroom Instruction, Marzano, Gaddy, and Dean

graphic organizers: character development

Characterization in this novel is so important that I would spend a lot of time on it. Setting
up reading stations would give students an opportunity to move around the room and to
work with me in a small group. To analyze characterization in the novel, I would make use
of the graphic organizers available from StoryboardThat. "Creating a strong visual picture,"
suggests Dr. Katherine McKnight, "graphic organizers support students by enabling them to
literally see connections and relationships between facts, information, and terms."

Research Note: Use Graphic Organizers for E ective Learning, TeachHub

character map side-by-side foils o.s.c.a.r.

One station would ask One station would ask Another station would have
students to describe Starr students to compare students look at the indirect
using her physical character foils: Hailey and and direct characterization of
appearance, traits, and Chris, and Big Mav and Uncle Khalil.
memorable moments. Carlos.

authentic learning: using your voice

to promote social justice

In my experience, there is nothing like authenticity to get

students invested in their learning. "When students are
engaged in real-world problems, scenarios and challenges,
they nd relevance in the work and become engaged in
learning important skills and content," says educator Andrew

After reading the novel, students would select a real-world social justice issue that they care
about and research to nd a way that they can use their voice to promote change. Students
will be given the opportunity to write a piece of ction or letter, create a photo essay or
video, or make a proposal presentation. Afterwards, students will write a response to the
quote from the novel, “What's the point of having a voice if you're gonna be silent in those
moments you shouldn't be?”

Students can get ideas from the website

Research Note: Bringing Authenticity to the Classroom, Edutopia

section v: student/teacher interview

interview with madison r., student at berkner high

Q1. How did you learn about the book? What made you want
to read it?

A1. I learned about the book a while back from the website
“Goodreads” but didn’t actually read the book until now. I was
intrigued because the cover of THUG was a African American
female and that the book included present racial issues.

Q2. Is it a book you would have enjoyed reading as a whole


A2. De nitely! I think everyone should be exposed to the

topics that the book introduces.

Q3. What do you think are the most important concepts in the book? For example, I think
the book is about identity, agency, voice, family responsibility, social responsibility,
representation, and justice. Would you add anything to that list? Remove anything?

A3. I think the most important concept from the book is justice, identity, and agency. No, I
would not add or remove anything.

interview with kristin slaight, english teacher at

berkner high school

Q1. Do you have a class library? If so, how many and what types of books are in the class

A1. Yes, I have a classroom library. There are about 25 books ranging from non- ction to
poetry to ction.
Q2. Do you have a speci c time for sustained silent reading in
the classroom? How often and how long is the reading time?

A2.Not speci c, but I do have students read for 10-20 minutes

about 3 times a week.

Q3. How do you select texts to teach to students?

A3. I look at the TEKS that are grouped together for the unit,
nd a classic text to share and then look for a YA novel that
connects along with poetry and non- ction articles as well.

Q4. Do you use YA novels? Why or why not?

A4. Yes, I use them because many students will connect with these novels better than they
do to the classic text and the YA novels can help students understand that what makes a
classic novel is because it addresses things that are still happening today and seeing this
brings a higher understanding and a more sophisticated understanding of both texts.

Q5. How often do your student get to select what they read for class?

A5. About twice a year.

Q6. Do you do book talks in class?

A6. I have not this year, but I have in the past.

section vi: library interview

interview with andrew johnson,

library & information technology

educator at berkner high school

Q1. Do you order young adult books based on the lists of

recent award winners? If so, which award lists?

A1. We always use Tayshas as a guide at the HS level for ordering books. Otherwise, I’ll
sometimes use the Coretta Scott King winners, Michael L. Printz Award, and Best Seller lists
as a guide as well as library journals, etc.

Q2. How do you feature new books, award winning titles, etc.?

A2. We typically use display space in the library to put out new books and often use a
speci c award winner display when we get a large order of new, award-winning books in.
Q3. What trends in circulation have you noted? What books do students tend to check out?

A3. We have seen a tremendous uptick in circulation this school year since last year.
Graphic novels are the most circulated with ction right behind. Among non- ction, college
and career as well as biography tend to be more popular.

Q4. Is The Hate U Give a popular book in our library?

A4. The Hate U Give is not a particularly popular book in terms of circulation right now but
we do have 4 copies in the library and a few have gotten checked out. I’m not sure how
aware students are of this particular book but I foresee it getting more popular as more
attention is given to it in other media formats.

section vii: bibliography

Beach, Richard. Teaching literature to adolescents (p. 4). Taylor and Francis. Kindle Edition.

Bernard, S. (2010). Science shows making lessons relevant really matters. [online] Edutopia.
Available at:
improves-engagement [Accessed 4 Feb. 2018].

Douglass, R. (2017, March 14). Why everyone needs to read The Hate U Give by Angie
Thomas. Retrieved January 28, 2018, from

Gonzalez, J. (2017, June 24). Discussion of The Hate U Give by Angie Thomas. Retrieved
January 28, 2018, from

The Hate U Give - Angie Thomas - Hardcover. (n.d.). Retrieved January 27, 2018, from

The Hate U Give. (n.d.). Retrieved January 27, 2018, from (2018). The Hate U Give - Lexile® Find a Book | MetaMetrics Inc.. [online]
Available at: [Accessed 2 Feb. 2018].

Marzano, R., Gaddy, B. and Dean, C. (2000). What works in classroom instruction. Aurora,
Colo.: Mid-continent Research for Education and Learning, pp.9, 12-14.

McKnight, K. (2012). Use graphic organizers for e ective learning. [online] TeachHUB.
Available at: [Accessed 4 Feb.
Miller, A. (2013). Bringing authenticity to the classroom. [online] Edutopia. Available at:
[Accessed 4 Feb. 2018].

Pitts, J. (2017, July 20). Why teaching Black Lives Matter matters | Part I. Retrieved January
28, 2018, from

Q4. I read an article recently that said that educators have a "civic responsibility to teach
about the Black Lives Matter movement," which was a major inspiration for this novel. Do
you agree with that quote?

A4. I agree. The cause for why some people are so against the Black Lives Matter
movement is because of their ignorance and lack of ability to understand. The education
system leaves out a large portion of black culture and protects students from seeing or
learning the “ugly” in America. Last week my mother gave me an old set of cards that
summarize African American achievements in history. I took out speci cally all the African
Americans that were mentioned or taught within my 11 years of public education. The
amount of cards were signi cantly lower than all the cards that were left, showing the
absence of black history in the education system.

Q5. These are the lessons I would use if teaching this book:

Work in groups to analyze how Starr changes over time, compare Chris to Hailey, and
compare di erent ways Khalil is described.
Choose a social justice issue to research and write a story, letter, presentation, or
photo essay promoting change.
Read excerpts from Invisible Man, The Souls of Black Folk, and Erasure and compare how
each text uses the motifs of duality, invisibility, silence, and erasure.
Respond to a series of statements about race (yes if you agree and no if you don't)
Statements like "Our justice system treats everyone equally." and "Everyone in America
has equal opportunity." and "Racism is problem." Then watch a video that shows how
systemic racism exists. Afterwards, have a discussion about the statements and the

Q5. Do you think these would be e ective lessons for this novel?

A5. Yes, these lessons would be e ective. You can also include the Ted Talk, “The Danger of
a Single Story”. Novelist Chimamanda Adichie warns that if we hear only a single story
about another person or country, we risk a critical misunderstanding.