Upload
bhatchster
View
992
Download
0
Embed Size (px)
Citation preview
I Know Who You Are:Analysis of a Dystopian Society
By Chantel Kapustik
Genesis of the Project
• Totalitarian and/or dystopian governments may start with good intentions and uplifting slogans but later corrupt these, injecting inspiring or even innocuous words with horrific connotations.
• Jack Pidgeon’s commencement speech for the Class of 1982, titled, “But, Of Course, I Know Who You Are,” promotes self-discovery while emphasizing his connection with a particular group of boys.
• In using this phrase, I want the boys to tap into a unique part of the Kiski vernacular and imagine the ways in which they could subvert its original intention.
Essential Questions
• What is the definition of a dystopian society?• What are the purposes and/or consequences
of creating and/or maintaining a dystopian society?
• How do real-world concerns translate into literary forms?
• How can language be manipulated for advancement or subjugation?
Timeline
• Semester-long project • Interspersed between dystopian short stories,
novels, and movies • Intermediate deliverables due weekly
What do I want my students to learn?
• Elements of dystopian literature• Societal structures of various dystopias• Societal ramification of dystopian governments• Effects of government on individual freedom• Manipulation of language through propaganda• Political/governmental motivation (real-world
and fictional)• Hyperbolic projections of real-world concerns
What will the students produce?
• A Wikipedia-style entry or “mockumentary” detailing various aspects of their original dystopia, including the topics listed below.
• A propaganda campaign with posters and video demonstrating and resisting the political slogan “I Know Who You Are” (propaganda for government and resistance factions)
Wikipedia Entry Required Categories • Name of society/government/country• Geographical location• Governmental/Political structure• Leader of government/social structure• History—how this dystopia came to be• Military—history and/or current status• Important historical/military figures• Resistance/revolutionary groups• Propaganda/controls for populace • Flags or other governmental symbols• Euphemisms/control of language• Family/social structure
Wikipedia Entry Optional Catergories
• Freetime/social activities • Beliefs toward religion, sex, intellectual
freedom, etc. • Environmental changes—wildlife/climate• Architecture• Technology• Art/literature• Currency
Exhibition
• Art display of posters/video
• Viewings of Wikipedia entries or mockumentaries
Intermediate Deliverables
• Rough drafts/Revisions of Wikipedia sections• Rough drafts/Revisions of video script• Sketches of propaganda posters• Rough cuts/edits of propaganda videos
Interdisciplinary Connections
• Modern European History• Art• Digital Media• Music• Theater• Global Studies• Foreign Policy
Community Connections
• IUP grad students—editors• Fine Arts—art/music/theater/ digital media• Swank Student Center or Rogers Auditorium—
exhibition space
Technological Integration
• Wiki/blog—posting pseudo-Wikipedia entries• Video-editing programs• Sound-editing programs
Opportunities for draft/critique/revision
Opportunities for student reflection and accountability
Student Assessment