First Amendment of the Bill of Rights from the United States Constitution: "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances."
Day 1 I. Lesson Overview a. Unit: 1984 by George Orwell etext of 1984 b. Lesson: First Amendment and Applying 1984 to the Present c. Summary: George Orwell's dystopian world of 1984 is a horrifying depiction of what could be. There are aspects of 1984 that appear in our present lives. For instance, college university admissions offices are looking through potential students' Facebook pages. Also, the Patriot's Act made United States citizens feel that Big Brother was watching them. For these two examples as well as others, 1984 has felt very applicable to our everyday lives. During this 45-minute class period, students will review their first amendment right to free speech, press, religion and petition. Students will reflect over how these freedoms affect them everyday: they will brainstorm and record at least five of these ways. Students will then be broken up into two groups (perhaps the classroom will just be split down the middle). One half of the room with read "Little Brother is Watching" and the other half will read "Hey, Teens: Your Parents are Probably Checking Your Facebook [STUDY]". At the end of the class, they will respond to these articles by blogging on this wikispace page. Note: students will have to have access to a computer either by having individual laptops or by being in a computer lab.
d. Essential Content Question: How important is our right to the freedom of speech, press, religion and petition? Is the fate of George Orwell's novel 1984's world a real possible future for us? e. MA Curriculum Frameworks
Standard 9 Making Connections: Students will deepen their understanding of a literary or non-literary work by relating it to its contemporary context or historical background
f. Learning outcomes
Given the text of the First Amendment, students will be able to list five or more ways in which the First Amendment shapes their lives.
Students will reflect and respond to an article and show how 1984 is applicable to current life.
g. Materials needed
10 copies of "Little Brother is Watching"
10 copies of "Hey, Teens: Your Parents are Probably Checking Your Facebook [STUDY]"
A projector so that the wikispace can be projected for all of the students to see
Computers for each student. This class will either have to take place in a computer lab or each student will have a lap top.
h. Technology included
Embedded youtube clip of Mac's famous 1984 commercial.
Blog on wikispace
Links to two articles
II. Lesson Roadmap a. In class activities
Watch the 1984 Mac computer commercial (2 minutes)
Create a KWL about 1984 (5 minutes)
Examine the first amendment right to free speech, press, religion, and petition (5-10 minutes)
Brainstorm five or more ways in which the first amendment shapes their everyday lives (5-10 minutes)
Share their findings with the class (5-10 minutes)
Create a brochure that shows a popular brand’s use of propaganda. The back of the brochure should reveal which types of propaganda the brand uses. View the example brochure below for more detail on what the brochure should look like.
Which type of propaganda is the brand using? (They may use more than one)
Bandwagon: Everyone else is doing it. You better join!
Testimonials: Use of a famous person to sell product/idea.
Glittering Generalities: Vague statements gloss over details
Plain Folks Appeal: Regular people have/think this, just like you!
Card Stacking: Presenting a biased argument
Name Calling: Applying negative words to a person/thing
Day 2 I. Lesson Overview a. Unit: 1984 by George Orwell etext of 1984 b. Lesson: What is propaganda? c. Summary: 1984 is filled with examples of propaganda. The citizens of Oceania are told what to believe, who to hate, and when to hate them. All of their previously conceived notions are deleted as the history of those notions are deleted from newspapers (and in a sense, from ever existing). In this lesson the students will examine what propaganda is, how it appears in the text, and how it appears in our present world. d. Essential Content Question: How important is our right to the freedom of speech, press, religion and petition? Is the fate of George Orwell's novel 1984's world a real possible future for us? e. MA Curriculum Frameworks
Standard 9 Making Connections: Students will deepen their understanding of a literary or non-literary work by relating it to its contemporary context or historical background
G9-12: 1.8 Apply advanced formatting and page layout features when appropriate (e.g., columns, templates, and styles) to improve the appearance of documents and materials.
f. Learning outcomes
Given a youtube clip showing an example of propaganda, students will be able to write a prediction of the definition of propaganda.
Given a rubric and a finished example, students will create a brochure of a popular brand and how it uses propaganda.
Given a PowerPoint presentation, students will relate how propaganda is used in the real world to how it is used in1984.
g. Materials needed
Projector so that the wikispace can be projected for all of the students to see
Computers for each student. This class will either have to take place in a computer lab or each student will have a lap top.
h. Technology included
PowerPoint
Microsoft Word (formating a brochure)
Wikispaces
Embedded Youtube clip
II. Lesson Roadmap a. In class activities
Watch Youtube clip (5 minutes)
Ask students to write down their own definition of propaganda (5 minutes)
Teacher will present PowerPoint on Propaganda (10 minutes)
Discuss how propaganda has appeared in 1984 (5-10 minutes)
Introduce brochure project (5 minutes)
Students may begin to work on brochure during class (rest of class period)
b. Summary with descriptions
Watch Youtube clip (5 minutes)
Embedded into wikispace. This clip shows Germany and the United States being great allies during WWII.
Ask students to write down their own definition of propaganda (5 minutes)
Teacher will present PowerPoint on propaganda (10 minutes)
This powerpoint presents a few different types of propaganda, then shows examples of famous images. Together as a class the students will decide which category each image falls into.
Discuss how propaganda has appeared in 1984 (5-10 minutes)
The teacher will ask the students to brainstorm ways in which they have seen propaganda in chapters 1 and 2. She will write the list on the board. This list will be recorded by a student and later added to the wiki.
Whenever possible, students should provide page numbers and direct citations.
Introduce brochure project (5 minutes)
The brochure project will be reviewed. The example brochure will be showed so that students have an example of what a finished product looks like.
Students may begin to work on brochure during class (rest of class period)
c. Assessments
The teacher will take note as to whether the student participated in one way or another, whether that be verbally or through diligently working independently.
d. Homework assignment
Read chapter three and four and complete the corresponding reading guide (see below).
Work on brochure
e. Extensions/Modifications
The PowerPoint is not only for the teacher's viewing, but it is linked directly onto the wiki so that students who would like to use is as reference have it.
There is an example of a brochure directly on the wiki. This way if a student has questions as to the details of the assignment, they can view the example for reference.
If, somehow, the students run out of things to do, they can go through 1984 and copy down each time there is an example of propaganda and see if it fits into one of the six that we learned in class that day.
HOMEWORK Chapter 3 1. Describe Winston’s parents. What probably happened to them? (30) 2. Where in the world is Winston located? (33). What currency is used? (8). 3. What is doublethink? (36) 4. What is Ingsoc (translate from Newspeak)? (37). Chapter 4 1. What is Winston’s job? What is he “rectify[ing]?” (39-40). 2. What does he enjoy so much about his job? (44-48). 3. Who is Comrade Ogilvy? (47-48)
First Amendment of the Bill of Rights from the United States Constitution:
"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances."
Those on right side of the room, read Walter Kirn's article "Little Brother is Watching"
All on the left side, read Adam Ostrow's article "Hey, Teens: Your Parents are Probably Checking Your Facebook [STUDY]"
Day 1
I. Lesson Overview
a. Unit: 1984 by George Orwell etext of 1984
b. Lesson: First Amendment and Applying 1984 to the Present
c. Summary: George Orwell's dystopian world of 1984 is a horrifying depiction of what could be. There are aspects of 1984 that appear in our present lives. For instance, college university admissions offices are looking through potential students' Facebook pages. Also, the Patriot's Act made United States citizens feel that Big Brother was watching them. For these two examples as well as others, 1984 has felt very applicable to our everyday lives. During this 45-minute class period, students will review their first amendment right to free speech, press, religion and petition. Students will reflect over how these freedoms affect them everyday: they will brainstorm and record at least five of these ways. Students will then be broken up into two groups (perhaps the classroom will just be split down the middle). One half of the room with read "Little Brother is Watching" and the other half will read "Hey, Teens: Your Parents are Probably Checking Your Facebook [STUDY]". At the end of the class, they will respond to these articles by blogging on this wikispace page. Note: students will have to have access to a computer either by having individual laptops or by being in a computer lab.
d. Essential Content Question: How important is our right to the freedom of speech, press, religion and petition? Is the fate of George Orwell's novel 1984's world a real possible future for us?
e. MA Curriculum Frameworks
- Standard 9 Making Connections: Students will deepen their understanding of a literary or non-literary work by relating it to its contemporary context or historical background
f. Learning outcomes- Given the text of the First Amendment, students will be able to list five or more ways in which the First Amendment shapes their lives.
- Students will reflect and respond to an article and show how 1984 is applicable to current life.
g. Materials needed- 10 copies of "Little Brother is Watching"
- 10 copies of "Hey, Teens: Your Parents are Probably Checking Your Facebook [STUDY]"
- A projector so that the wikispace can be projected for all of the students to see
- Computers for each student. This class will either have to take place in a computer lab or each student will have a lap top.
h. Technology included- Embedded youtube clip of Mac's famous 1984 commercial.
- Blog on wikispace
- Links to two articles
II. Lesson Roadmapa. In class activities
- Watch the 1984 Mac computer commercial (2 minutes)
- Create a KWL about 1984 (5 minutes)
- Examine the first amendment right to free speech, press, religion, and petition (5-10 minutes)
- Brainstorm five or more ways in which the first amendment shapes their everyday lives (5-10 minutes)
- Share their findings with the class (5-10 minutes)
- The class will be split. One half will read "Little Brother is Watching" while the other will read "Hey, Teens: Your Parents are Probably Checking Your Facebook [STUDY]" (10 minutes)
- Respond to the texts on the blog. (10 minutes)
b. Summary with descriptions- Watch the 1984 Mac computer commercial (2 minutes)
- The clip is embedded into the wiki
- Create a KWL about 1984 (5 minutes)
- Students will keep this sheet for the entirety of the unit. They will write what they Know and what the Want to know today.
- Examine the first amendment right to free speech, press, religion, and petition (5-10 minutes)
- The text of the first amendment can be found on this wikispace page. The text will be read allowed.
- Brainstorm five or more ways in which the first amendment shapes their everyday lives (5-10 minutes)
- Share their findings with the class (5-10 minutes)
- The brainstorming will be recorded onto the board. One student will record for the teacher. Later, it will be written into the wiki.
- The class will be split. One half will read "Little Brother is Watching" while the other will read "Hey, Teens: Your Parents are Probably Checking Your Facebook [STUDY]" (10 minutes)
- The articles will be read silently during class.
- Respond to the texts on the blog. (10 minutes)
- If there is not enough time for this, the students will finish this for homework.
c. Assessments- Students will be graded on the blog with a check, check minus, or check plus.
- The teacher will take note of whether or not the students complete the KWL and the brainstorm. This will be part of their participation grade.
d. Homework assignment- Begin reading 1984! Read chapters 1-3 of part 1. Complete the corresponding reading guide (see below).
- Complete the blog if it is not completed during class.
e. Extensions/ModificationsHOMEWORK
PART I:
Chapter 1:
1. Describe Winston Smith and his surroundings (4-5).
2. What is the telescreen (4)?
3. What is Newspeak? (5)
4. Identify the four different Ministries and give descriptions of the buildings (6):
6. What would happen if anyone found out that Winston was keeping a diary? (8)
7. What kind of movie does Winston describe in his first diary entry? (10).
8. Describe Julia (11).
9. Describe O’Brien (12).
10. Who is Emmanuel Goldstein? Describe him (13).
Chapter 2
1. Describe Mrs. Parsons (21).
2. Describe her husband (23).
3. Why are children dangerous? (25).
CREATE A BROCHURE ON PROPAGANDA!
Create a brochure that shows a popular brand’s use of propaganda. The back of the brochure should reveal which types of propaganda the brand uses. View the example brochure below for more detail on what the brochure should look like.Which type of propaganda is the brand using? (They may use more than one)
Day 2
I. Lesson Overview
a. Unit: 1984 by George Orwell etext of 1984
b. Lesson: What is propaganda?
c. Summary: 1984 is filled with examples of propaganda. The citizens of Oceania are told what to believe, who to hate, and when to hate them. All of their previously conceived notions are deleted as the history of those notions are deleted from newspapers (and in a sense, from ever existing). In this lesson the students will examine what propaganda is, how it appears in the text, and how it appears in our present world.
d. Essential Content Question: How important is our right to the freedom of speech, press, religion and petition? Is the fate of George Orwell's novel 1984's world a real possible future for us?
e. MA Curriculum Frameworks
- Standard 9 Making Connections: Students will deepen their understanding of a literary or non-literary work by relating it to its contemporary context or historical background
- G9-12: 1.8 Apply advanced formatting and page layout features when appropriate (e.g., columns, templates, and styles) to improve the appearance of documents and materials.
f. Learning outcomes- Given a youtube clip showing an example of propaganda, students will be able to write a prediction of the definition of propaganda.
- Given a rubric and a finished example, students will create a brochure of a popular brand and how it uses propaganda.
- Given a PowerPoint presentation, students will relate how propaganda is used in the real world to how it is used in1984.
g. Materials needed- Projector so that the wikispace can be projected for all of the students to see
- Computers for each student. This class will either have to take place in a computer lab or each student will have a lap top.
h. Technology included- PowerPoint
- Microsoft Word (formating a brochure)
- Wikispaces
- Embedded Youtube clip
II. Lesson Roadmapa. In class activities
- Watch Youtube clip (5 minutes)
- Ask students to write down their own definition of propaganda (5 minutes)
- Teacher will present PowerPoint on Propaganda (10 minutes)
- Discuss how propaganda has appeared in 1984 (5-10 minutes)
- Introduce brochure project (5 minutes)
- Students may begin to work on brochure during class (rest of class period)
b. Summary with descriptions- Students may begin to work on brochure during class (rest of class period)
c. Assessments- The teacher will take note as to whether the student participated in one way or another, whether that be verbally or through diligently working independently.
d. Homework assignment- Read chapter three and four and complete the corresponding reading guide (see below).
- Work on brochure
e. Extensions/ModificationsHOMEWORK
Chapter 3
1. Describe Winston’s parents. What probably happened to them? (30)
2. Where in the world is Winston located? (33). What currency is used? (8).
3. What is doublethink? (36)
4. What is Ingsoc (translate from Newspeak)? (37).
Chapter 4
1. What is Winston’s job? What is he “rectify[ing]?” (39-40).
2. What does he enjoy so much about his job? (44-48).
3. Who is Comrade Ogilvy? (47-48)