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I Know Who You Are: Analysis of a Dystopian Society By Chantel Kapustik

I know who you are -pbl presentation

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I Know Who You Are:Analysis of a Dystopian Society

By Chantel Kapustik

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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.

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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?

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Timeline

• Semester-long project • Interspersed between dystopian short stories,

novels, and movies • Intermediate deliverables due weekly

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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

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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)

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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

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Wikipedia Entry Optional Catergories

• Freetime/social activities • Beliefs toward religion, sex, intellectual

freedom, etc. • Environmental changes—wildlife/climate• Architecture• Technology• Art/literature• Currency

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Exhibition

• Art display of posters/video

• Viewings of Wikipedia entries or mockumentaries

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Intermediate Deliverables

• Rough drafts/Revisions of Wikipedia sections• Rough drafts/Revisions of video script• Sketches of propaganda posters• Rough cuts/edits of propaganda videos

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Interdisciplinary Connections

• Modern European History• Art• Digital Media• Music• Theater• Global Studies• Foreign Policy

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Community Connections

• IUP grad students—editors• Fine Arts—art/music/theater/ digital media• Swank Student Center or Rogers Auditorium—

exhibition space

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Technological Integration

• Wiki/blog—posting pseudo-Wikipedia entries• Video-editing programs• Sound-editing programs

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Opportunities for draft/critique/revision

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Opportunities for student reflection and accountability

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Student Assessment