A Summary of “Cut”   Megan Lindholm's “Cut” is a short story in a futuristic setting about the young girl, Patsy, and her choice to undergo female circumcision. Patsy lives in a time setting where youth are permitted to express themselves freely, especially through the medium of body art and other forms of body mutilation. Patsy follows various fads and those fads are reflected in the ways she has already decorated and/or mutilated her own body. The story is seen through the eyes of Patsy's grandmother. Patsy's grandmother is horrified with her granddaughter's decision to undergo such an operation and makes an effort to change Patsy's mind. Patsy does not invite her own mother to the operation, which will be done in a ritualistic setting. However, due to the open relationship with her grandmother, Patsy does invite her. After encouragement from her own daughter, Patsy's grandmother makes the decision to attend the circumcision. “The Cut” is a short but powerful story about freedom of choice, and encourages the reader to think about the consequences of the choices he/she might make. Because of the dramatic and explicit content of the short story, I do not recommend this story to be taught in schools. The language and overall matter content of the story is explicit, including some explicitly detailed images and profanity. The story as a whole can even be disturbing and traumatic. If taught, “Cut” should only be taught to older audiences. “Cut” is a provocative tale that if taught can help the students to think on a deeper level of the consequences of one's choices and how one's choices can affect the choices of others. Teachers might use this short story to ultimately instruct students to think about how their choices will affect their future. Also the teacher can help the students to think about how choices made by society or our nation will affect what will happen in society's or the nation's future. Annotated Bibliography   READING ACTIVITIES |During Reading|After Reading|   Before connections: Who is Meghan Lindholm? Lindholm, Megan. Megan Lindholm's Home site! 12 March 2006. Accessed 22 September 2007. http://meganlindholm.com/index.html The author's website gives some very general information about her novels and short stories and some other links to more information about her and her work. It gives a good general overview of the kind of novels she writes. Also it is a good place to begin to understand the author and the interests she has in her novels and the styles she prefers to write in. It can be a help to both the teacher and the student to make predictions of the kind of story “The Cut” might be based on understanding the kinds of stories she writes and making guesses based on the name of the short story that will be studied (“The Cut”).   Who is Megan Lindholm? (part 2) Hobb, Robin. Hobb, Robin. Harper Collins Publishers Australia . 2004. Accessed 22 September 2007. http://www.harpercollins.com.au/global_scripts/product_catalog/author_xml.asp?authorid=AUS_0000612 Megan Lindholm's background and her past are explained in more detail in this site. This site refers to Robin Hobb, one of the pseudonyms she uses for her work. She does so to distinguish between the two styles of writing and differing aspects of science fiction/fantasy that she creates. This site can help the teacher and the student to understand the author to more of an extent and help them to make more guesses on the style of writing to expect in her short story, “The Cut.”   Body Art in Other Cultures. Tanne, Janice Hopkins. “Body Art: Marks of Identity.” BMJ. January 2000. Accessed 23 September 2007. http://www.bmj.com/cgi/content/full/320/7226/64 This article talks about how “body art reflects what one society believes is beautiful, expensive, noble, religious, or of high status.” It give examples of various cultures and of some forms of body art that were or are considered, for example, beautiful, religious, and so forth. The teacher can use this site to present to students the contrast between various cultures and what is deemed beautiful or other reasons behind people's decisions to decorate their bodies in the ways they do. The teacher then can bring in pictures to demonstrate some of the examples to help students to visualize what people do to decorate their bodies. The teacher can help the students to recognize what sorts of ways of decorating the body in our own culture and society are considered beautiful, have religious purposes, or show status, and so forth.   Body Art Article: Suya Indians. Seeger, Anthony. “The Meaning of Body Ornaments: Suya.” Ethnology 14.3 (1975): 211-224.   This fifteen-page article explores the specific example of Suya Indians in Brazil and the significance of the body ornaments that they use. It is a deeper exploration of the same concepts that are generally explained in the previous link above. This article could help students to see how the same concepts of beauty, religious significance, and so forth come into play in the ways that various people decorate their bodies, and not just our own culture. This article does have, however, some larger vocabulary that can, depending on the grade level, be a challenge for the reader.   Jessica Evans. Creating Body Art Activity. BYU. kerryme99@yahoo.com Have the students create their own form of “body art” by drawing or cutting out magazine clippings. Have them write a response explaining the significance of it (religious, status, etc).   Jessica Evans. “What's it mean?” Body Art Activity. BYU. kerryme99@yahoo.com Have students respond to the prompt, “what kinds of body art exists in our own society and what are their significances among us? Do they have multiple meanings? Do they positive and/or negative meanings? What might make them appealing?”   What makes a fad? “List of fads and trends.” Search.com . 2007. Accessed 23 September 2007. http://www.search.com/reference/List_of_fads_and_trends This site presents a general description and many examples of fads throughout the years, primarily in the United States . One can click on any of the examples and it takes you to pictures and descriptions of the examples of the fads or trends presented. It includes a few external links. The teacher presents examples of fads that he or she has lived to see and talk to the students about fads they see today and discuss why those items become fads and what appeal they have to different generations. The teacher and the class should discuss what might make some fads go out of style.   What's a fad? (part 2). “Fads and Trends.” Wikipedia.com . September 2007. Accessed 23 September 2007. http://en.wikipedia.org/wiki/Fads This link describes and gives more searches and a few external links of fads that have occurred throughout the years. It is not nearly as detailed as the previous link of examples of fads that have occurred throughout the years. It can be an extension or a separate option of doing the same activity as above.   Jessica Evans. Fad Research Activity. BYU. kerryme99@yahoo.com Have the students do research on a something that has been a fad (school appropriate) and prepare a brief summary (may include pictures that they have found from the internet, or even the actual item) about the background of the item, such as where it was created, when, and so forth. Their summary may include why that item was appealing at the time, or at least their guesses as to why it was appealing. On the day of their presentations have them form groups and create various rotations so that they can learn about a few of the items presented. Have them take notes on the items and turn it in as an assignment along with their own research and summary about their own “fad.”   Jessica Evans. Create Your Own Fad Activity. BYU. kerryme99@yahoo.com Have them create their own “fad” that will become popular in the future. Have them create a visual image of it and write a description of who will invent it, why it will become popular (for example, if someone will make it popular because they are famous and everyone follows his/her example), what kinds of people will accept the “fad,” and why.   During Connections: •  What Makes a One-hit Wonder? “One-hit wonder.” Wikipedia.com . September 2007. Accessed 23 September 2007. http://en.wikipedia.org/wiki/One-hit_wonder This page gives some general information about what a one-hit wonder is. It gives some examples of some one-hit wonders according to various sources and those sources requirements to be considered as such. The concept of a one-hit wonder is the same as a trend or a fad. The teacher can select one of the more appropriate choices presented under the lists, and play the song for the class. The teacher and the students should discuss what possibly made it a one-hit wonder. The teacher should ask the students if they like it? Why or why not? •  Choice: Just a Passing Fad? Reporting Civil Rights. 2003. Library Classics of the United States . Accessed 29 September 2007. http://www.reportingcivilrights.org/ This website is about the Civil Rights Movement in the United States of America . It is an example of people's choice to seek their freedoms and deserved rights as human beings. This site includes a timeline that covers media coverage of key events, includes portraits of reporters and writers who covered the Civil Rights Movement, and includes other general information about the movement, additional links to other sources that will direct you to speeches, documents, organizations, libraries and archives, and much more about the Civil Rights Movement. This site can be utilized as an example of how people's choice to follow different leaders and their examples can lead to more than just passing fads. The teacher can utilize this kind of example to ask and discuss with students what made the Civil Rights Movement, for example, to be more than just a passing trend.   •  Jessica Evans. Who's Your Inspiration? Activity. BYU. kerryme99@yahoo.com Talk to them about the influences on our lives and how they can be positive or negative. Have them think about someone who has a positive influence on each of them and what that person motivated him or her to do. Ask them, “What was it about that person that inspired you and help you to be better?” Like Patsy, have them do research on the person and what made them inspiring sources to influence their lives. If possible, have them even interview their person. Have them answer questions about their person such as where is he/she from, what was his/her culture like, and what kind of influences (people, events, etc.) has he/she had in his/her life. Have the students answer how their role model has motivated them to be better people.   •  Propaganda and who's it for? “Propaganda.” Wikipedia.com . September 2007. Accessed 25 September 2007. http://en.wikipedia.org/wiki/Propaganda This particular site gives the teacher and the student a general understanding about the purpose and history of propaganda. Also it presents different techniques used in propaganda. The teacher can utilize this section and present a few of the techniques and help the students to recognize the kind of propaganda used in “The Cut.” Show some modern day examples of propaganda (posters, commercials, etc.) and talk with the students about the kinds of propaganda and who each piece of propaganda appeals to and how. •  Jessica Evans. Selling Your Fad Activity. BYU. kerryme99@yahoo.com Have your students refer to the activity they did with “fads” (either creating their own “fad” or the “fad” they researched). Have them create their own new form of propaganda utilizing one of the techniques you discussed in class. They can create a commercial, draw or create an ad on the computer, and so forth. Have them write a brief response as to how their ad or commercial fits the requirement fits into the type of propaganda they have chosen. (This can also be created into a group project.)   •  Rituals Here and Now. Smoley, Richard. “Ancient Wisdom: Rites and Rituals.” 1999. Ancient Wisdom . 1999. http://www.awisdom.com/library/rituals/ The teacher, or as a teacher with students, may review this brief article about Smoley's ideas of man's need and reasons behind rituals. Smoley explores various ideas from man needing familiar repetitive activities to man's seeking a connection with a higher being. The teacher should help the students to think of rituals that happen in society and possible reasons behind them. Then the teacher should ask the students if they feel that rituals are important, and why or why not.   •  Jessica Evans. Family Rituals Activity. BYU. kerryme99@yahoo.com Have the students write to the response to what sort of family “rituals” or traditions or ceremonies they have. They can use traditions that they practice among their group of friends. (They must be school appropriate.) Have them write the significance of their ritual/tradition.   •  Jessica Evans. What's anthropology and archaeology? Activity. BYU. kerryme99@yahoo.com The story refers to anthropology and to archaeology. Have the students do a mini-research to define the two terms and what they each entail. Then have them do research on various things that archaeologists have discovered and what the archaeologist have learned or hypothesized about those civilizations. Bring in your own examples, and perhaps even include pictures that you have found on the internet or in books. •  Rituals in Different Cultures. (These two articles can both be used in conjunction with each other.) Avakian, Florence . “Eastern Diocese Revitalizes Tradition of Home Blessing.” Armenian Reporter . 17 Feb. 2007: 9-10. Use this article to show students one way that rituals are practiced in America , especially because America has such a wide range of religious and ethnic diversity. Utilize this article to show how the Diocese of the Armenian Church of America value this particular ritual of home blessing and why it is significant for them.   Blumberg , Deborah Lynn. “WEAVING PALMS, TRADITIONS.” The Filipino Express . 17- 23 Apr 2006: 15-16. The teacher may use this article in the same way the previous was utilized. This particular article details how certain Catholic Filipino groups are striving to uphold the old tradition of weaving palms and explains briefly some of the religious significance behind the practice. In the article, some of the parents express the desire to expose their children to the tradition and pass it on to them. Discuss with the class why families or groups of people pass on certain traditions. Perhaps discuss with the class certain traditions that have been passed on in the school itself.   •  Jessica Evans. Personal Artifacts Activity. BYU. kerryme99@yahoo.com Have them bring in 3 items or “artifacts” from home that defines them. Write short paragraphs about each artifact describing what it is, how it defines them, and what future generations might hypothesize about each student if they were to find their artifacts (if it is different from their previous response). Have group shares, and have each student take notes on their peers. Have them turn in their paragraphs about their own articles, and the notes they took about their peers' artifacts.   After connections:   Jessica Evans. Freedom of Expression Activity. BYU. kerryme99@yahoo.com The United States Declaration of Independence states “ We hold these truths to be self-evident , that all men are created equal, that they are endowed by their Creator with certain unalienable Rights , that among these are Life, Liberty and the pursuit of Happiness.” It can be interpreted that Patsy seeks her own happiness through her freedom of expression. Ask the students if they believe that the ways that Patsy expresses herself will bring her lasting happiness. Why or why not? Have them divide into groups and discuss.   Jessica Evans. Confidant Activity. BYU. kerryme99@yahoo.com Have the students think about a person they confide in. Have them respond in journals to the following questions: What is it about that person that makes them confide in them? Are you one of those people for a friend or relative? What attributes do you have that make you that kind of person? What is it about Patsy's grandmother that makes her one of those people for her?   Jessica Evans. X-Men Activity. BYU. kerryme99@yahoo.com “The Cut” speaks of the research that Patsy did on the procedure she is going to undergo to support her decision. It also mentions that her mother found internet sites that spoke against the procedure. Discuss with the students that there are often pros and cons to decision. To show an example of such an argument with pros and cons, utilize the movie X-Men . In the first X-Men , there is the scene where Dr. Jean Gray (a mutant) is standing before a very large meeting and speaking about pros of the mutants and defending them for their protection against a policy to register themselves for the knowledge of the public. There is a Senator that argues against her, or lists many cons to the situation of allowing mutants their privacy. Have the students imagine that they have to make a decision based upon this scene about their stance on the matter. Have them answer these following questions in a journal: Which side would they support? Why? What factors affect their decision? After responding, have them divide themselves up into those who would support the mutants and those that would not. Have them discuss their responses, and then compose a proposal that they would present to an assembly such as the one Jean Gray addressed in the movie.   Jessica Evans. Current Issues/Events Project. BYU. kerryme99@yahoo.com Continue the idea of examining pros and cons to make decisions by assigning the students current issues of the world today. With each issue assigned, assign the student be either in favor or against it. They are then to research it in order to write a persuasive paper. This is an opportunity to teach elements of a persuasive paper.   Jessica Evans. You vs. “The Cut”: Societies Activity. BYU. kerryme99@yahoo.com Have the students read Fahrenheit 451 by Ray Bradbury. This novel is not very long. Whereas “The Cut” presents a society with many rights and privileges, Fahrenheit 451 presents the opposite side of the spectrum. It demonstrates a society tightly controlled and regulated. After reading, have the students compare and contrast the two societies presented in the two stories. Have them classify the elements that make a society oppressive/restrictive and classify the elements that make a society extremely free. After doing so, have them identify elements that exist in our society today.   Jessica Evans. Freedom of Choice Activity. BYU. kerryme99@yahoo.com Speak to the students about freedom of choice. The society presented in “The Cut” is very liberal and gives many rights to young men and women that they do not have in our present day. Have the students develop their own opinions and decide if the youth are given too much freedom. Why or why not? After discussing or writing their conclusions, have them predict what would happen if youth were given so many freedoms at such a young age.   Jessica Evans. Decision Process Activity. BYU. kerryme99@yahoo.com At the end of the story, Patsy's grandmother makes her own choice. Have them identify the process of how she arrived at her decision. What factors weighed in on it? What feelings motivated her to arrive at her decision?   Jessica Evans. Freedom of Expression Activity. BYU. kerryme99@yahoo.com Again referring to Patsy's grandmother's choice, have the students express their feelings about her choice. Was it justified? Assign them different roles, such as Patsy, Patsy's mother, and Patsy's friend, Mary, and then have them answer the same question. Was Patsy's grandmother's choice justifiable? How would they react to that decision as the character they are assigned?   Jessica Evans. Creating Own Society Group Project. BYU. kerryme99@yahoo.com After learning about how different the two societies are in Fahrenheit 451 and in “The Cut,” have the students divide into groups. Assign them the project of creating their own ideal society. What kind of restrictions or laws would they implement? Why would they choose those laws? Would there be few laws? Would there be more freedoms than in our own society? Why? Assign them the task of creating visuals to represent the laws that they establish for their society. They can be collages, computer created images, or drawings, and so forth. Have them create a group written response describing the laws they create for their new society.   Jessica Evans. Create the Ending Activity. BYU. kerryme99@yahoo.com “The Cut” ends with a very open ending. The reader assumes that Patsy's grandmother is going to kill the midwife. Have the students create their own ending with what would happen at the ceremony.