ND Curriculum Initiative

Subject & Standards

Needs Assessment/Rational

The National Council of Teachers of English is recommending that English teachers use George Orwell’s 1984 as part of our instruction this year. In view of technology now in place, such as video surveillance systems in almost all public buildings, and computers that track almost every aspect of our lives, Orwell’s predictions have come frighteningly close to the reality of Big Brother’s telescreens. In addition, in light of the upcoming election, we are hearing more and more “doublespeak,” and citizens must learn to decipher fiction from reality.
This unit allows us not only to use technology in our daily practices, but also to study the possible harms of an overdependence on technology and its possibly disastrous results if used for ill rather than good. Students need to be aware of these technological possibilities as they prepare for adulthood in an ever-increasingly technological society. How can they preserve their privacy and independence? Perhaps more importantly at the moment, do they really have any say in the matter? For those students turning 18 before the November election, it is crucial that they understand the implications of their vote. Studying 1984 allows for great relevant discusssions while meeting many local and state standards.

Understandings & Goals

Enduring Understanding: 1. I want my students to understand that truth, as it relates to politics and history, is relative. It is dependent (in war) on which country you reside in; (in politics) what moral and ethical principles you believe in; (in history) where you live.  2. Even in advertising, students must learn to evaluate for truth. It is an incredeibly complex issue, and one that requires an open mind.
Goal(s): 1. Students will understand that literature is often a reflection of what is going on in society at any particular time period.  2. Students will understand that politics and history are not universally true; what we believe to be “true” may not be what people in Iraq or other war-torn countries believe to be “true.”  3. Students will learn ways to analyze messages for persuasive techniques or propaganda. 4.  Students will create a multi-media presentation warning the people of America, 2004, of the dangers of technology used for the wrong purposes.

Questions Answered

Essential questions: 1. What message was George Orwell trying to convey when he published 1984 in 1949?  2. How did the author’s personal life influence his political philosophy? 3.  How do the events and people in your life influence your political and moral How has the world political scene changed in the past 55 years?  4. How has technology helped us?  5. How has technology hurt us?  6. Why is it so important to analyze the messages we receive? 7.  How can I take Orwell’s message and put it into a modern context to warn the public about the misuses of technology?
Objectives:  1. Students will explore the historical and political climate of the late 1940s which led Orwell to write 1984.  2. Students will read 1984 and complete study guide.  3. Students will take appropriate quizzes on reading content and vocabulary.  4. Students will analyze political and social philosophy in the context of the 1940s and be able to relate it to society today, not only in the United States, but also on a global level.  5. Students will do extensive research in preparation for a multi-media presentation exploring the topic area of their choice.  6. Students will work in groups to create a research-based multi-media presentation based on one of four topic choices.  7. Students will examine various technology options in creating their projects.  8. Students will study and apply elements of propaganda techniques as they prepare their presentation.

Assessment

What quiz and test items (e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding? 1. Students will complete a daily study guide.  2. Students will be expected to participate in class and group discussions. 3. Students will take three quizzes; one after completing Book One, one after completing Book Two, and one after completing Book Three. These quizzes will be primarily true/false, multiple choice and matching. 4. Students will complete a final unit test comprised of both objective questions and short- answer and essay questions. 5. Students will carry on discussions with me through the Discourse software I am currently piloting for Fargo Public Schools.
What academic prompts (e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance) will provide evidence of understanding?  Students will create a research-based multi-media presentation based on one of four topics to show their understanding of 1984 as well as the ramifications of current technology in use in our daily lives.
What performance tasks and projects (e.g. complex challenges that are authentic, mirror the real world and require a performance or product) will you include that will provide evidence of student understanding?  Students will research and present findings on one of the following topics: 1.) “‘Big Brother’ Watches Tampa,” declared the Associated Press headline of Saturday, July 14, 2001. Indeed, Ybor City, a nightlife district in Tampa, Florida, has installed video surveillance equipment which records images of faces in the crowds and compares those images to a database of 30,000 people that includes runaway teenagers and people wanted on criminal charges. While Tampa was the only city in the United States with this technology in 2001, other cities have been following suit, such as Virginia Beach, Virginia. In July of 2001, House majority Leader Dick Armey, R-Texas, said, “Do we really want a society where one can not walk down the street without Big Brother watching our every move?” Police argue this technology will better allow them to apprehend offenders and keep districts safe for others. Similarly, video surveillance has been used for many years in casinos, airports, and even the Super Bowl to seek out fugitives and terrorists. Most schools also now have video surveillance equipment inside and in parking lots. Research other instances of video surveillance use in the United States. In your presentation, discuss your opinion of this technology. Are we headed to a society similar to 1984, or are these cameras really being installed “for our own good”? Include references to and examples of specific uses of video surveillance. 2.)The United States was a part of Oceania in Orwell’s novel. Compare life as Orwell describes it in Oceania, 1984, with life in the United States today. Include the following aspects of life in your presentation: love and marriage; sex and celibacy; parental relationships with children; education; art (music, literature, paintings, etc.); use of alochol and drugs (consider Winston’s Victory Gin); and availability of consumer goods. 3.) “The Book,” supposedly written by Immanuel Goldstein, explains the class structure in Oceania; it is necessary to have three classes. In Orwell’s society, classes are made up of the Inner Party, the Outer Party, and the proles. Those at the top have the power, and those at the bottom have no power. This is an example of an Oligarchy. Robert Michels (1876-1936) explained how all organizations need leaders, but once those leaders have established themselves as powerful, they will fight to keep their power and force others into submission. Much of this structure comes from a division of labor- those in power have the most desirable positions and wealth, while those in the middle and lower classes must struggle constantly to raise themselves to a higher position (revolution). Research the position of Michels as well as Karl Marx, who also discusses this system in his Communist Manifesto. Present examples of this “iron law of Oligrachy” that can be found in the world today. Will these social groups (or countries) ever be able to break out of this social structure? If so, how can this restructuring be achieved? In your presentation, provide specific references from Michels, Marx or others who have discussed this issue. 4.) Oceania spreads its slogans and ideology through the use of propaganda techniques such as the Two-Minute Hate. However, whether we realize it or not, we, too, are bombarded with propaganda on a daily basis. Consider advertisements on television and in magazines. Also consider the relative freedom that newspaper editors have to pick and choose which stories will be included in their publications. Research and give examples (include video clips) of the use of propaganda in the United States and other parts of the world. Does the propaganda in the United States seem less harmful than that in other areas? Explain your position through the messages you include. What other evidence (e.g. observations, work samples, dialogues, student self-assessment) of understanding will you collect? Students will complete a self- and group-assessment upon the completion of their project. Obviously, the presentation itself will be the most powerful testament of their understanding.

Instructional Strategies

The student activity will combine inquiry-based and project-based research and learning methods. Because the topics are relevant to student life in the United States today, I believe students will formulate their own inquiries in addition to the ones I have provided for them. Based on reaction to and discussion of the novel currently in session, I believe the students will be motivated to explore several areas within their topics.