LClayman

For my 10th grade English Language Arts class, I intend to break the year into two components. During the first semester we will be focusing on the individual, answering questions such as “Who Am I?”, and focusing on what makes each person unique. For the second semester the focus will be on societies. In this second semester, we will spend time studying **Utopias**, culminating with the class defining and creating their own utopia.
 * Context for using the text set:**


 * A. Print Resources:**
 * Text #1:**
 * Citation: Huxley, A. (2006). //Brave new world// . New York, NY: Harper Perennial
 * Text Summary: The novel is set in the distant future, when human beings are mass-produced and conditioned for lives in a rigid caste system. Throughout the course of the novel we learn how this seemingly perfect society is not as perfect as it seems.
 * Rationale: This is a classic literary example of a dystopia and is considered part of the canon for high school students to read.
 * Use of text: There are many technological elements of Huxley’s imagined future that have already come to fruition. I would have students do a short writing assignment on whether they think these technological “advancements” have made their lives, and/or society, better or worse.
 * Attachment: None.


 * Text #2:**
 * Citation: LeGuin, U.K. (2000). The ones who walk away from Omelas. In //The wind’s twelve quarters// (pp. 275-284). London, UK: Gollancz.
 * Text Summary: Omelas is a utopian city of happiness and delight, whose inhabitants are smart and cultured. Everything about Omelas is pleasing, except for the secret of the city: the good fortune of Omelas requires that an unfortunate child be kept in filth, darkness and misery, and that all Omelas’ citizens know of this on coming of age.
 * Rationale: I selected this text because it is in the science fiction genre. I do not consider myself well-versed in this genre, but I know that it can be a way into literature for many of my students who do not consider themselves “readers.”
 * Use of text: Besides the text being an example of a utopian society, it is an interesting example of the short story. It has neither plot, characters, nor dialogue. It is simply set in the utopian society city of Omelas.
 * Attachment: None.


 * Text #3:**
 * Citation: Vonnegut, K. (1998). Harrison Bergeron. In //Welcome to the monkey house// // (pp. 7-14) //. New York, NY: Delta Trade. Paperbacks.
 * Text Summary: This short story is set in the U.S. in the future, and Constitutional Amendments have made everyone equal by installing handicapping devices in anyone with above average intelligence, agility, strength, etc.
 * Rationale: I selected this text because it allows us to explore equality vs. equity in a utopian society.
 * Use of text: This text can lead to some very creative discussion and writing, with students exploring their own perceived strengths. They can come up with imaginative ways of handicapping themselves to make themselves “average.”
 * Attachment: None.


 * Text #4:**
 * Citation: Lowry, L. (1993). //The giver// . New York, NY: Bantam Books.
 * Text Summary: This is a young adult novel, with a young adult protagonist. Jonas lives in a utopia where everything is decided for him. When he comes of age he is assigned to be the keeper of all memories, and he alone learns that there is a world outside his community.
 * Rationale: I selected this text because the protagonist is roughly the same age as my students. It addressed issues of personal freedom vs. safety, and individuality vs. conformity.
 * Use of text: The ending of this novel is unclear: Does he die or not? The students can therefore write their own endings, exploring what they think an appropriate ending would be.
 * Attachment: None.


 * Text #5:**
 * Citation: Gilman, C.P. (1979). //Herland// . New York, NY: Pantheon Books.
 * Text Summary: This is a feminist novel, initially printed serially in 1915. There are only three male characters, and over the course of the novel they learn that Herland surpasses their own male-built civilization.
 * Rationale: I selected this text because it illustrates the gender roles in our society vs. gender roles in a utopian society.
 * Use of text: Herland is a good starting point to discuss gender as a social construct rather than something defined and unchangeable.
 * Attachment: None.


 * B. Media Resources**


 * Text #6:**
 * Citation: Bate, F. (1838). //New harmony// . [Painting and Inscription]. The Association of all Classes of all Nations, London. Retrieved on October 18, 2009 from http://commons.wikimedia.org/wiki/File:New_Harmony_by_F._Bate_%28View_of_a_Community,_as_proposed_by_Robert_Owen%29_printed_1838.jpg#file
 * Text Summary: This is a painting of the proposed New Harmony utopian community in New Harmony, Indiana, and the accompanying inscription.
 * Rationale: This is a very idyllic painting, and would work well to illustrate the concept of utopia for visual learners.
 * Use of text: We would look at this painting as a class, and then discuss whether it looks like a place we would want to live, and/or if it’s what we would think of for our own utopias. We could extend the discussion by learning about the New Harmony community that eventually came to fruition, and quickly disappeared.
 * Attachment: #6


 * Text #7:**
 * Citation: Lennon, J. (1971). Imagine. On //Imagine// [record]. London, UK: Apple Records.
 * Text Summary: Songwriter John Lennon’s hit single detailing his ideal world, where peace reigns.
 * Rationale: I think playing a recording of this song would be a great way to open the unit on utopia.
 * Use of text: After the students listen to the song, with a copy of the lyrics, they will either agree or disagree with elements of Lennon’s utopian world.
 * Attachment: #7.


 * C. Online interactive resources**


 * Text #8:**
 * Citation: Shakers.org (2009). Retrieved October 20, 2009 from http://www.shakers.org/
 * Text Summary: This website has links to information on this Shaker community’s exhibits, museum, history, etc.
 * Rationale: It is important for students to experience a living, interactive example of a utopian society.
 * Use of text: Students can use this website to explore the history of a real utopian community that was important in the formation of American identity and society.
 * Attachment: #8


 * Text #9:**
 * Citation: ReadWriteThink. (2009). //Comic creator// . Retieved October 20, 2009 from http://www.readwritethink.org/materials/comic/
 * Text Summary: This is an interactive tool from ReadWriteThink. Students will be able to, create their own comic strip step-by-step, using prompts.
 * Rationale: Now that students have a deep and varied understanding of utopia they should better be able to produce their own.
 * Use of text: Towards the end of our unit on utopias, students will be able to imagine their own perfect world. Using a comic strip as a vehicle for this kind of imagining is a fun and creative project.
 * Attachment: #9


 * D. Instructional Resources**
 * Text #10:**
 * Citation: Targowski, H. W. (1998). //Utopia// . Retrieved October 20, 2009 from http://www.euro.net/mark-space/Utopia.html
 * Text Summary: This is a bibliography compiled of fiction books, short fiction, nonfiction books, articles & essays, communities, films, etc. of utopia-related content.
 * Rationale: This was a great place to start to find information on utopian communities and communes.
 * Use of text: This bibliography is continually being updated, so if any new relevant information comes out, this will be a good place for me to look for it.
 * Attachment: #10

Since my content area is English Language Arts, it was important for me to have many “standard” texts in this set, so I have included a lot of novels and short stories. I concentrated on varying the length and genre of the fiction to appeal to many students. Not all students will read all of the fiction texts. They will most likely pick the one that appeals most to them and then read their choice in groups, and report back to the rest of the class. The interactive components will be done individually, but all students will participate. I would utilize these texts based on the different levels of Bloom’s taxonomy, culminating with the creation of each student’s individual utopia.
 * Using these texts together in the classroom:**

W-10-2.3 In response to literary or informational text, students show understanding of plot/ideas/concepts by connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas __or themes__.
 * Learning Objectives:**

R-10-5.1 Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining __and__ supporting logical predictions __or logical outcomes (e.g., drawing conclusions based on interactions between characters or evolving plot)__.

Laura, this is a great text set! The study of Utopian societies is a very interesting and creative idea. This unit will surely keep your students interested. I love your use of The Giver in a high school setting, often we see it used in middle schools but I feel that students would learn more about the book at an older age as you demonstrate here. Again, great job! - Alex Cerce