Dystopian literature
Description:
In this unit, students will examine the idea of dystopia by looking at the way dystopian societies are portrayed in literature, and the reasons behind these various portrayals. They will not only look at the justifications and motivations leaders give for forming such a society, but also the reasons some authors choose to write about this topic. Through whole class reading, independent choice reading, and film, students will be exposed to several different types of dystopias. They will use what they have learned to create their own perfect society, realizing that there is really no such thing.
Essential and Subject Question(s):
Common Core Standards:
Activities and Assessment(s):
Text Set:
Materials:
In this unit, students will examine the idea of dystopia by looking at the way dystopian societies are portrayed in literature, and the reasons behind these various portrayals. They will not only look at the justifications and motivations leaders give for forming such a society, but also the reasons some authors choose to write about this topic. Through whole class reading, independent choice reading, and film, students will be exposed to several different types of dystopias. They will use what they have learned to create their own perfect society, realizing that there is really no such thing.
Essential and Subject Question(s):
- EQ: How do authors use language to create a dystopia?
- EQ: How can literature be used to present a political agenda?
- SQ: What is a dystopia?
- SQ: What point is the author of the work making about society?
- SQ: What are some effective means of social control used and abused by leaders?
- SQ: What kind(s) of power do the masses have in society?
- SQ: Why is it not possible to have a true utopia (perfect society)?
Common Core Standards:
- CCSS.ELA-Literacy.R.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- CCSS.ELA-Literacy.R.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- CCSS.ELA-Literacy.R.11-12.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take; Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
- CCSS.ELA-Literacy.W.11-12.3. Write NARRATIVES to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
- CCSS.ELA-Literacy.W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
- 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.
- CCSS.ELA-Literacy.L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-Literacy.L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- CCSS.ELA-Literacy.L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies
Activities and Assessment(s):
- Activating Background Knowledge: student-lead research presentations
- Three Dystopian Worlds: comparison essay of core text, choice text, and movie
- Literature Circles: small group discussion with explicit roles for each group member
- Reading Log: summaries, important quotes, analysis of theme(s), reflection, and list of unfamiliar words
- Narrative Writing: imagine you wake up in 1984 and/or 1984 alternate ending
- Comprehension and Analysis Questions: small group and individual work
- Whole Class Discussion
- Blog: students post and answer questions as well as comment on the responses of others
- Thematic Essay
- Build Your Own Utopia: groups identify social problems and attempt to solve them
Text Set:
- Fiction: 1984, by George Orwell; Brave New World, by Aldous Huxley; choice book; Utopia, by Sir Thomas More
- Nonfiction: A Student's Guide to George Orwell; "Huxley to Orwell: My Hellish Vision of the Future is Better Than Yours (1949);" Huxley's letter to Orwell
- Film: The Giver (2014)
Materials: