The tipping point is that magic moment when an idea, trend, or social behavior crosses a threshold, tips, and spreads like wildfire. Just as a single sick person can start an epidemic of the flu, so too can a small but precisely targeted push cause a fashion trend, the popularity of a new product, or a drop in the crime rate. This widely acclaimed bestseller, in which Malcolm Gladwell explores and brilliantly illuminates the tipping point phenomenon, is already changing the way people throughout the world think about selling products and disseminating ideas.
Book Club Assignment 1:
The Introduction (1-14)
Due: Tuesday, August 19, 2014 at 8:00 am
Read pages 1-14
Be prepared to discuss all follow-up questions in a group setting
Answer questions 1, 2 and 3 formally on the attached answer document.
Print this and have it ready to turn in tomorrow to Mr. Twilling.
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What is the point Gladwell makes with the Hush Puppy story?
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Discuss the principles of change and epidemics
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From this brief introduction, describe the "tipping point."
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At what point does something "tip"
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Talk about critical mass and boiling point. How does Gladwell use these concepts to introduce his ideas on the principles of change?
View chapter support materials (Chapter Support Materials)
Based on the introduction, generate 2 more substantial discussion questions of your your own. These questions may be used during your group discussion tomorrow.
Book Club Assignment 2
Chapter 1: The Three Rules of Epidemics (15-29)
Due: Tuesday, August 26, 2014 at 8:00 am
Read pages 15-29. Annotate as you go.
Be prepared to discuss all follow-up questions in a group setting.
Answer questions 1, 2 and 3 formally on a WORD document. Include a proper heading and title.
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What is your interpretation of Gladwell’s Three Rules of Epidemics? How would you explain each rule to someone who has not read the book?
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Give an example from the reading or from your own life that demonstrates Gladwell’s notion of the Law of the Few. Stickiness. Power of Context.
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Do you accept the idea of the 80/20 principle? What were the examples Gladwell used in the text to illustrate this concept? Discuss the 80/20 principle in the context of education or sports. Do 20% of the students actually do most of the work, and if so, how do the other 80% get away with it?
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What are your thoughts on Gladwell’s example of the Power of Context (Kitty Genovese/The Bystander Problem)? What kept people from intervening? Are you aware of or have you experienced a situation that demonstrates similar behavior?
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Discuss a trend/epidemic (fashion, music, technology, literary, etc) that you are aware of. How does it relate to the three rules of the tipping point put forth by Gladwell in Chapter 1?
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Can all beliefs (religious, political, educational, etc) be explained in terms of the rules for epidemics? How much of your own belief system have you originated and in what ways have you been “persuaded” by others to make their beliefs your own?
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In Chapter 1, Gladwell uses biological agents, such as syphilis and HIV, as well as cigarette ad campaigns to explain the rules for epidemics. Can consumer behavior, in this case cigarette choice, really be explained in the same terms as a viral or bacterial epidemic?
View chapter support materials (Chapter Support Materials)
Based on Chapter 1, generate 2 more substantial discussion questions of your your own. These questions may be used during your group discussion tomorrow.
Upload this WORD doc to your class English course page on Schoology.
Book Club Assignment 3
Chapter 2: The Law of the Few (30-88)
Due: Tuesday, September 9, 2014 at 8:15 am
For Chapter 2, read the pages in the following chunks: 30-58 (Tuesday and Wed)
59-69 (Thursday)
69-88 (Friday-Mon)
Annotate as you go.
Be prepared to discuss all follow-up questions in a group setting.
Answer questions ( ) formally on a WORD document. Include a proper heading and title.
1) What are the characteristics of a “connector”?
2) What does the author mean when he says “weak ties” are more important then strong ties?
3) As a leader how could you use connectors and weak ties to help promote a successful change?
4) What are “mavens”? Describe their behavioral traits.
5) According to your author, what does a salesperson actually sell?
View chapter support materials (Chapter Support Materials)
Based on you reading of Chapter 2 so far, generate 2 more substantial discussion questions of your your own. These questions may be used during your group discussion tomorrow.
Upload this WORD doc to your class English course page on Schoology.
Book Club Assignment 4
Chapter 3: The Stickiness Factor (89-132)
Due: Tuesday, September 16, 2014 at 8:15 am
For Chapter 3, read the pages in the following chunks: 89-99 Section 1 (Mon)
99-110 Section 2 (Tuesday)
110-122 Section 3 (Wed)
122-132 Section 4 (Thurs)
Annotate as you go.
Be prepared to discuss all follow-up questions in a group setting.
Answer questions (1, 3 and and 9) formally on a WORD document. Include a proper heading and title.
Chapter 3 The Stickiness Factor Discussion Questions
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What is your interpretation of Gladwell’s “Stickiness factor”? What does it mean for something to be “Sticky”? What were some of the examples he shared?
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Why was Lester Wonderman’s “gold box” more effective than the ad campaign designed by the Madison Avenue firm? How might this apply to a classroom setting?
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What is an ad campaign that you are aware of that is particularly “sticky” (think of a commercial that is particularly memorable)? Are you aware of any products that hit the market and failed because of a lack of “stickiness”?
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Explain what a Distracter is and how it is used to help make something “Sticky”?
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Ed Palmer compared the use of the Distracter to Darwin’s survival of the fiittest? Is this an appropriate comparison? If so, why? If not, why not? What were some of the important ideas pointed out to Palmer through his use of the Distracter?
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Gladwell discusses why a Sesame Street segment called “Oscar’s Blending was not an effective learning opportunity for children. What does this segment have to say about how schools should design lessons for young students to maximize learning.
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Sesame Street was designed around the idea that preschoolers have very short attention spans. After reading the chapter, what are your thoughts on this?
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Compare the “stickiness” of Wunderman’s little gold box campaign and Blue’s Clues.
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According to Gladwell, why is Blue’s Clues one of the “stickiest” shows ever?
View chapter support materials (Chapter Support Materials)
Based on you reading of Chapter 3 so far, generate 2 more substantial discussion questions of your your own. These questions may be used during your group discussion tomorrow.
Upload this WORD doc to your class English course page on Schoology.
Book Club Assignment 5
Chapter 4: The Power of Context Part 1 (133-168)
Due: Tuesday, September 23, 2014 at 8:15 am
For Chapter 4, read the pages in the following chunks: 133-134 Sections 1 and 2 (Mon)
134-151 Section 3 (Tuesday)
151-165 Section 4 (Wed)
165-168 Section 5 (Thurs)
Annotate as you go.
Be prepared to discuss all follow-up questions in a group setting.
Answer questions (1-4) formally on a WORD document. Include a proper heading and title.
Chapter 4 The Power of Context Part 1 Discussion Questions
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Explain the Broken Windows Theory as it is described by Gladwell. Use a specific example from the text. Can you think of your own example?
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How can the Power of Context make someone into a different person? Site evidence from the chapter. Can you think of a time in your own life in which the Power of Context played a key role?
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Why do you think humans are so “exquisitely sensitive” to their environment?
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Is crime a part of human nature?
View chapter support materials (Chapter Support Materials)
Based on you reading of Chapter 4 so far, generate 2 more substantial discussion questions of your your own. These questions may be used during your group discussion tomorrow.
Upload this WORD doc to your class English course page on Schoology.
Book Club Assignment 6
Due: Tuesday, September 30, 2014 at 8:15 am
Chapter 5: The Power of Context Part II (169-192)
Due: Tuesday, September 30, 2014 at 8:15 am
For Chapter 5, read the pages in the following chunks: Section 1 Pages 169-175 (Tues)
Section 2 Pages 175-181 (Wed)
Section 3 Pages 182-192 (Thurs)
Annotate as you go.
Be prepared to discuss all follow-up questions in a group setting.
Answer questions (1-5) formally on a WORD document. Include a proper heading and title.
Chapter 5 The Power of Context Part II Discussion Questions
1. What is the Rule of 150? Why are smaller groups more effective? What is your experience in working in small groups (think about the size of HYSA) as opposed to large groups (think about the size of the typical middle school)?
2. Gladwell discusses the brain size of primates and how it relates to social channel capacity. What is that relationship as suggested by anthropologist Robin Dunbar? How does this relate to our discussions on humanity?
3. Is peer pressure the main source (cause) of power of context? Explain your thoughts.
4. Who were the Connectors, Mavens and Salesmen in the epidemic of the Ya-Ya Sisterhood.
5. Does the concept of transactive memory hold true for your family. If so, explain. Be specific. If not, prove it!
View chapter support materials (Chapter Support Materials)
Based on you reading of Chapter 5 so far, generate 2 more substantial discussion questions of your your own. These questions may be used during your group discussion tomorrow.
Upload this WORD doc to your class English course page on Schoology.