Dystopian/Utopian Research Project

HAND ME YOUR ESSAYS RIGHT NOW!

Book Talk - prepare to volunteer!

RESEARCH PROJECT

Before we begin our unit on DYSTOPIAN LITERATURE,
we need to understand Utopian and Dystopian worlds.
,

STEP 1 - DYSTOPIAN RESEARCH AND PRESENTATION PROJECT

DUE DATE: F&H Blocks October 3
C&D Blocks October 4

GOAL:  ·        To research dystopian themes, ideas, characteristics and examples and share/explain/teach what you have learned with the class in a visually appealing, well-executed presentation. ENDURING UNDERSTANDING:  ·        Dystopian themes in art and literature teach us to question the current trends, social norms, and/or political systems in our own community, country, and/or world. ESSENTIAL QUESTIONS:  ·        How do dystopian themes in art and literature help us to question the way we look at the world? ·        What are the characteristics of a dystopian society and how can we identify these characteristics in art and literature? ·        Does dystopian art and literature reflect OR shape culture? ·        What is more important to have as a citizen of a community – SAFETY – FREEDOM – INDIVIDUALITY – EQUALITY

YOUR JOB is to create an information rich, visually appealing presentation about DYSTOPIAN/UTOPIAN IDEALS AND CHARACTERISTICS that you and your partners will present to the class in an organized and formal style.

PRESENTRATION CRITERIA:

·        TEAMS OF THREE, FOUR, OR FIVE

·        5 MINUTES IN LENGTH

·        VISUALS ARE A MUST

·        EXAMPLES FROM ART (fine arts, film, videos) AND LITERATURE ARE A MUST

·        EVERYONE RESEARCHES

·        EVERYONE PRESENTS AND EXPLAINS and

·        EVERY PERSON HAS A JOB SUITED TO THEIR EXPERTISE IN ADDITION TO RESEARCHING, PRESENTING, AND EXPLAINING THE FINDINGS.  Individual jobs include:

a.   Communication and Scheduling –keeping in touch with partners, scheduling time to meet outside of class for research and practice – this is someone who is organized

b.   Taskmaster - keeping everyone focused during the journey to the final destination – the presentation – this is someone who is not easily distracted

c.   Writer/Scribe (one or two) – note taker, presentation writer – this is someone who likes to write

d.   Visual coordinator – ensures clarity and coordination of all visuals used in presentation – this should be someone with an artistic eye

e.   Tech expert – ensures that the presentation is put together and presented with ease – this is definitely someone who is tech savvy

PROJECT OPTIONS

ALL PROJECTS must include multi-media representations of dystopia (art, music, you tube videos, book trailers, and excerpts from literature)

1)   CREATE a presentation that analyses and provides examples of the characteristics of a DYSTOPIAN SOCIETY. 

2)   CREATE a presentation that analyses the characteristics of and provides examples of the DYSTOPIAN PROTAGONIST in literature and film.

3)   CREATE a presentation that analyses and provides examples from dystopian art, literature, and film of types of DYSTOPIAN CONTROLS.

4)   CREATE a presentation that provides analyses, explains, and provides examples of a UTOPIAN society.

5)   CREATE a presentation that reveals COMMON THEMES in DYSTOPIAN ART AND LITERATURE.

6)   CREATE a presentation that connects dystopian ideals and characteristics prevalent in dystopian art and literature to the “real” world (consider governments and/or countries that oppress or have oppressed their citizens).

NOTE: Although time will be given in class to research and prepare,

you are expected to work outside of the classroom.

Standards Reading Literacy: cite textural evidence Reading Information: determine central idea; provide objective summary of the text Speaking and Listening: Integrate multimedia and visual displays into presentations to clarify information, and add interest. Writing: conduct short research projects to answer questions, drawing on several sources . . . ; gather relevant information from multiple sources Conventions of Standard English: Spelling, grammar, punctuation

NAME________________________________BLOCK_________________

GROUP MEMBERS________________________________________________

STEP 1 - PRESENTATION CHECK LIST

Evaluate yourself and your contribution to the presentation on a scale from 1 to 7. Compare your evaluation with your partners.	YES! 1-7	NOT SURE 1-7	NO Not at all!
I have conducted research on Dystopian concepts and I have gathered relevant information from multiple sources that I can contribute to my group presentation.
I have cited my sources, used quotation marks, and I have explicitly referred to my research in my presentation.
I have determined the central ideas in the texts that I have read about Dystopian concepts and I can explain these ideas to my classmates.
I have analysed the research and I can provide an informational summary of the central ideas to my classmates.
I have contributed to the multi-media and visual requirements to help clarify the information and make our presentation interesting.
I have written my part of the presentation without grammatical, spelling, or punctuation errors.
I have contributed equally to the preparation of my group’s presentation.
I have practiced the presentation with my group BEFORE the day we are scheduled to present.
I have worked hard on this assignment and I am proud and confident to present it to the class.

COMMENTS: