1

Ms. Heather Pratt

Professor Dean
EDU380
April 2014

Exploring the Political Power of Language Through Dystopian Fiction: A Unit Plan

RATIONALE:
The created my inquiry unit to not only engage students in a reading of 1984, but to
also help my students think critically about the role of government, the power of
propaganda, and the importance of freedom of speech in our society. In this respect, my
unit serves as a literature-based consideration of political theory, global politics, and
current events. I think that it is especially important for students, especially upper-level
high school students, to discuss these topics, so that they become aware of the importance
of civic engagement and the dangers of censorship and propaganda. One of the great
things about 1984 is that it forces students to consider whether or not George Orwells
predictions have become a reality. This forces students to not only reflect upon the
choices of other nations (in this case, North Korea), but also inspires them to reconsider
some of the choices that they make on a daily basis (for example, we end up talking a lot
about technology and how our use of technology can sometimes resemble the use of
technology in 1984. Newspeak is a lot like Twitter). Consequently, 1984 also serves as a
great tool for getting students to think critically about their relationship to technology,
which, in todays technology-driven world, is an important issue to discuss.
Students will demonstrate their learning through visual, oral, and written assessments.
Planned activities include journal entries, close-reading exercises, fishbowl discussions,
and an argumentative essay. Students will utilize technology during this unit in a variety
of ways. They will record journal entries in their iPads under the journaling application,
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Max Journal, and they will publish their essays on a class blog page.
I intend to deliver this lesson towards the end of the year (after we read Frankenstein,
which ties closely into our study of societys relationship to technology). At this point in
the year, we will have already touched upon the politics of language and propaganda in
Shakespeares, The Merchant of Venice, and Elie Wiesels, Night, so student should be
well equipped to discuss these topics. I also assume that students have studied or are
currently studying World History, so they have background knowledge in political
movements throughout history.
TEXTS
1984, George Orwell
The Impossible State, Victor D. Cha
Various New York Times Articles (found on the class website).
Selected videos on North Korea (also found on class website).

CURRICULAR TOPIC
English Literature
How Propaganda Inhibits Democracy
The Political Power of Language.

INQUIRY QUESTIONS:
How and why do governments control language/history?
How does propaganda inhibit democracy? How is it used as a political tool?

PRINCIPLES/ENDURING UNDERSTANDING
Governments have censored people for centuries, oftentimes to limit individual
freedom and to oppress groups of people.
Generations write their history based upon their memories, the media they ingest,
and what they are taught.
Generations construct their own histories based upon what they know and pass
these histories on to the next generation.
Propaganda/language is a powerful political tool.
Freedom of choice is essential to a democracy.


FACTS (CONCEPTUAL KNOWLEDGE)
Know how and why governments censor citizens.
Know how and why government manipulate language/publish propaganda.

S
SKILLS (PROCEDURAL KNOWLEDGE)
Practice writing for both short and extended periods of time.
Practice making text-to-self, text-to-world, and text-to-text connections.
Practice writing an argumentative essay.
Practice publishing work digitally.
Practice working collaboratively.
Practice evaluating self and peers.

STANDARDS ALIGNMENT
I formally assess the following standards, however, my unit addresses many more
standards:
Common Core State Standards ELA (Grade 10)
College and Career Readiness Standards for Reading
1) Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.

College and Career Readiness Standards for Writing
1) Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that
anticipates the audiences knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports
the argument presented.

6) Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technologys capacity to link to other
information and to display information flexibly and dynamically.

College and Career Readiness Standards for Speaking and Listening
1) Initiate and participate effectively in a range of collaborative discussions
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(one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics,
texts, and issues, building on others ideas and expressing their own clearly and
persuasively.

a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making
(e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and
conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the
evidence and reasoning presented.

CLASS WEBSITE
All activities anu class assignments aie accessible thiough links on the website,
http:mspiatteuuS8u.weebly.com .

FR0NTL0ABINu ACTIvITY
I plan on introducing the frontloading activity before the students read the first chapter in
1984. I will ask students to complete the 1984 Anticipation Guide at home and to
read/annotate Book I Chapter I in 1984. Students should be prepared to discuss their
answers on the anticipation guide.

DAY ONE: The Dystopic Classroom
Infoim the stuuents as they walk into class that a new set of classioom iules will be
followeu fiom touay foiwaiu. Begin a class uiscussion of Chaptei #1 in !"#$%

Classioom Rules
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}ouinal: When the exeicise is ovei, ask stuuent to iesponu. Bow uiu they feel uuiing
this activity. What thoughts went thiough theii minu. Bow uiu this activity change
some of the opinions they expiesseu in theii 1984 Anticipation uuiue.

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Share Journals/Boardwork: Students volunteer to share journal entries with the rest of the
class. Teacher or student writes words on the board that describe the students feelings
during the activity. Based upon these feelings, how would students characterize the
tone or atmosphere of the classroom? How did I create this atmosphere as the teacher?

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Create Googledoc in Pairs: Split the students up into pairs, give each group a word from
the board, and ask each group to find quotes in the text that suggest their given emotion,
tone, or atmosphere. Each group must add a quote and their analysis of the quote to the
googledoc. Templates for each quote analysis can be found at 1984 SQUIDS Quote
Analysis Template. The label of their section of the doc should be the word they were
given. Students must put their names on their part of the doc.

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4#.%/3/7 8%<#1%-J 8#1.#2*J %.1?
Purpose: To get students to practice detecting tone in a text.



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Homework:
Students finish pair contributions to the googledoc as homework. Students should read
and annotate Book II Chapters II-III in 1984, choose a word or quotation from the chapter
that suggests a tone that we talked about in class, and write a 1984 SQUIDS Quote
Analysis of the quotation or word. These analyses should be posted to the googledoc.

DAY TWO: Small Group Discussion/Graphic Organizers
Journal/Share Journals: Ask students to look over googledoc and write a paragraph that
details the similarities between your experience and the experiences of the characters in
1984. (This will allow students to see the parallels between the totalitarian classroom and
the totalitarian state in 1984). Discuss as a class (teacher plots ideas on the board). We
will then be able to transition into a discussion on HOW and WHY people create these
environments, and how gaining power over language/history allows totalitarian leaders to
exert control.

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Purpose: Draw parallels between personal experience and experiences by characters
in the book.

Information Retrieval: Tell class that we are transitioning from a discussion on the
nature of totalitarian governments (what they are like, how they make people feel)
to a discussion on how they are created and the role of propaganda in the creation of
these regimes. Ask students to define propaganda. Write the word on the board and
create a web of different student definitions.

Small Group Discussion Split students up into groups of 3. Essentially, they will be
talking about the role of propaganda in shaping governments and why propaganda is an
effective tool in exerting control (be sure to tell them to refer to 1984, their own
background knowledge, etc.). Students should record their groups thoughts in a graphic
organizer/web form. They should create their own graphic organizers on their iPads.
(Sections of Graphic Organizer: 1) Totalitarian Classroom 2) 1984 3) Background
Knowledge.

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Purpose: Practice critical reading, access background knowledge, and make
connections between personal experience and the text.

Groups Report Back: Groups report their findings back to the class. I envision the
students creating their webs/graphic organizers on their iPads and then projecting their
graphic organizers onto the board to show the class.

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Purpose: Groups practice presentation skills.
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Exit Ticket: After each group presents their graphic organizers to the class, ask student to
explain which reason they find most convincing and why. Students should write these on
a notecard and hand these in to the teacher before they leave.

"#$%& 'C $#*+
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Purpose: Check for understanding.

Homework: Read and annotate Book I Chapters IV-VI in 1984.

DAY THREE: Exploring North Korea in Relation to 1984.

Journal: Do you know of any past or current totalitarian regimes? Choose one and
describe it. Students share journals with class, while teacher writes main points on the
board.

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Purpose: Draw parallels between personal experience and experiences by characters
in the book.

Small uioup Biscussion: Complete 1984 Teims Woiksheet in paiis by uefining what
these woius mean in !"#$% (1u min).
Big Brother
doublethink
thoughtcrime
Newspeak
memory hole
Orwellian
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Purpose: Practice critical reading, access background knowledge, and make
connections between personal experience and the text.

Students Read and Annotate Introduction to The Impossible State, by Victor Cha (Ms.
Pratt will hand this out in class!).

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Purpose: Students practice critical reading.

Class Discussion: Discuss North Korea article as a class, focusing specifically on how
North Korean leaders manipulate language to control people (10 minutes).
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"#$%& 'E) $#*+
,*-./01.#2*34 5./3.%67& K43-- 8#-10--#2*?
Purpose: Check for understanding.

Homework: Complete Verifying Predictions Worksheet: Oceania and North Korea. Read
and annotate Book I Chapter VII-VIII.


DAY FOUR: Relating 1984 to North Korea By Looking at Linguistic and
Historical Manipulation.

Journal/Share with Class: What is propaganda? Why do people use propaganda?
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,*-./01.#2*34 5./3.%67& K/#.#134 /%38#*6J /%>4%1.#2*?
Purpose: Draw parallels between personal experience and experiences by characters
in the book.

Small Groups Meet to Discuss/Compare: Verifying Predictions Worksheet: Oceania and
North Korea.

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,*-./01.#2*34 5./3.%67& K2443:2/3.#<% A2/B?
Purpose: Check for understanding, draw parallels.

Teacher Shows Videos on Propaganda in North KoreaStudents add to worksheets
based upon information presented in video.
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1) CNN Repoit: Noith Koiea's Piopaganua Nachine
2) Noith Koiea Piopaganua: A Real Life 1984.
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S) Kim }ong 0n Announces Plan to Biing Noon to Noith Koiea
(0nion).
4) Noith Koiea Announces That They Bave Founu a 0nicoin Laii
(REAL!).

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Purpose: To help students draw more parallels between North Korea and the
society in 1984 and to help students understand the role of language and history in
society.

Whole Class Discussion: Students discuss what they would add to their Verifying
Predictions Worksheets.

Fishbowl Discussion on Part I in 1984: Ask students to assemble chairs in fishbowl
formation. Students should take their seats. Review fishbowl discussion guidelines, peer
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evaluation guidelines, and expectations (all found on website). Determine which students
remain in the fishbowl as fishies and which students serve as evaluators or kitties by
randomly handing out pictures of fishes and kittens. Ask students to change seats based
upon what their role in the discussion is. Then, assign each fishbowl participant an
evaluator. Students should refer to their books, their groupwork and their annotations in
their texts during the discussion. Students should also take notes on their iPads or in their
notebooks. Teacher uses a few questions from 1984 Discussion Questions Part One to
guide discussion.

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Purpose: Forces students to articulate themselves clearly, collaborate with others,
and present their argument using support.

Homework: Read and annotate 1984 Book II Chapters 1-III.

DAY FIVE: Fishbowl Round 2, 3.
Finish Fishbowl Discussion on Part I and Beginning of Part II in 1984:
Ask students to assemble chairs in fishbowl formation. Students should take their seats.
Review fishbowl discussion guidelines, peer evaluation guidelines, and expectations (all
found on website). Determine which students remain in the fishbowl as fishies and
which students serve as evaluators or kitties by randomly handing out pictures of fishes
and kittens. Ask students to change seats based upon what their role in the discussion is.
Then, assign each fishbowl participant an evaluator. Students should refer to their books,
their groupwork and their annotations in their texts during the discussion. Students should
also take notes on their iPads or in their notebooks. Teacher uses a few questions from
1984 Discussion Questions Part One, Two to guide discussion.

*Group rotate twice, so that we have three rounds total. The last round is an Open
Fishbowl where the evaluators can tap into the circle to replace the person they are
evaluating.

FINAL FISHBOWL QUESTION: How and why do governments control language to
create totalitarian governments? Compare/contrast Oceania, North Korea, and the United
States.


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Purpose: Forces students to articulate themselves clearly, collaborate with others,
and present their argument using support.

Homework: Read and annotate 1984 Book II Chapters IV-VIII



1u
DAY SIX: Exploring the United States in Relation to 1984.
Journal/Share with Class: Does the United States ever manipulate language and history to
produce propaganda? Explain.
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Purpose: Access previous knowledge.

In-Class Reading: Assign students to read the following articles
Learning to Love Big Brother.
If Its Orwellian, Its Probably Not.
Federal Judge Finds NSA Wiretaps Illegal.

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,*-./01.#2*34 5./3.%67& K/#.#134 /%38#*6?
Purpose: Students practice critical reading.

Complete Worksheet in Pairs: Verifying Predictions Worksheet: Oceania and The United
States.
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Purpose: Check for understanding.

Whole Class Discussion: Students discuss their Verifying Predictions Worksheets.
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Purpose: Check for understanding.

Homework: Read and annotate 1984 Book II Chapters IX-X and Book III Chapters I-III.

DAY SEVEN: Class Discussion, Begin Final Paper.
Journal/Share with Class: Summarize last nights reading. What are your predictions for
the end of the novel? What information do you base these predictions on?
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Purpose: Prepare for writing assignment.

Whole Class Discussion: Previous nights reading.
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Purpose: Check for understanding.






11

Introduce Essay Assignment: 1984 Argumentative Essay.
1) Which is more important: freedom or security? (you can cite examples from both 1984
and the articles we read).

2) Would you rather live in Oceania, North Korea, or modern-day America? Why or why
not? (you must cite specific examples from the articles we read and 1984. You may also
integrate one outside source for one of your supporting points).

3) Some of the surveillance technologies that appear in 1984 are now realities that we
take for granted, such as closed circuit television cameras and GPS devices. Discuss the
use of technology to control public and private behavior in 1984 and in the present. What
limits do you think should be placed on the use of technology to avoid the kind of
totalitarian excesses represented in 1984?

Prewriting Activities: Students choose one Prewriting Activity from class website and
perform activity. Goal: To brainstorm thesis and an outline.

Exit Ticket: Working thesis. Student must hand this in to Ms. Pratt before they leave.
"#$%& '() $#*+
,*-./01.#2*34 5./3.%67& Biainstoiming.
Purpose: To help students begin to think about their essays.

Homework: Finish Book III in 1984. Finish prewriting activity, be prepared to discuss in
class

DAY EIGHT: Prewriting Activity, Outlining, Discussion of Conclusion.
Discuss Prewriting Activity in Small Groups: Ask students to discuss in pairs. Teacher
walks around the room helping students as needed.
"#$%& 'E) $#*+
,*-./01.#2*34 5./3.%67& veibally piocessing iueas.
Purpose: To help students begin to think about their essays.

Create a Basic Outline (thesis, topic sentences) Based Upon Prewriting Activity/Discuss
with Prewriting Partner: Refer to 1984 Argumentative Essay Outline Format. Teacher
walks around the room helping students as needed.
"#$%& '(C $#*+
,*-./01.#2*34 5./3.%67& Piewiiting.
Purpose: To help student begin to frame their essays.

Whole Class Discussion of 1984: Discuss conclusion. Refer to 1984 Discussion
Questions Part Three.
"#$%& '(C $#*+
,*-./01.#2*34 5./3.%67& Biscussion.
Purpose: Conclude the text, allow students to explore other information for their essays.

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Exit Ticket: List 3 goals you have for this essay.
"#$%& 'C $#*+
,*-./01.#2*34 5./3.%67& Closing activity.
Purpose: To get students to reflect upon their writing goals.

Homework: Compose a complete outline of your essay. Be ready to discuss in groups.


DAYS NINE-TWELVE: Writing Workshop
Day Nine: Meet in pairs to discuss outline. Begin working on first draft.

Day Ten: Workshop first draft with partner. Work on second draft based on partners
suggestions. See Writing Workshop Guidelines Handout.

Day Eleven: Workshop second draft with a different partner. Work on third and final
draft based on partners suggestions. Writing Workshop Guidelines Handout.

Day Twelve: Submit essay to class blog!
























1S
Foimative Assessments

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1) Anticipation uuiue
2) "BowWhy Bo People Cieate Totalitaiian uoveinments." uiaphic
0iganizei (stuuent-piouuceu).
S)) Paiagiaph outlining the paiallels between stuuent expeiience in the
totalitaiian classioom anu Winston's expeiience in !"#$ (stuuent-
piouuceu).
4) Exit Ticket (stuuent-piouuceu).
S) 1984 Teims Woiksheet
6) veiifying Pieuictions Woiksheet: 0ceania anu Noith Koiea
7) veiifying Pieuictions Woiksheet: 0ceania anu The 0niteu States
8) 1984 Biscussion Questions
9) Piewiiting Activities (stuuent-piouuceu).
1u) Aigumentative Essay 0utline (weblink to template locateu on
website).

Summative Assessments

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1) Fishbowl Biscussion Peifoimance.
2) Aigumentative Essay
S) Bigital Publication
4) 1984 SQ0IBS Analysis













14
1984 Anticipation Guide (Part I)


Strongly
Agree
Agree Disagree Strongly
Disagree
Anonymous tip lines allowing
citizens to report suspicious behavior
to the government are a good idea.

Books with controversial content
should be censored.

Citizens of the United States do not
have to worry about abuse of
government power.

For an idea to exist, we must have
words to express it.

Governments should use security
cameras in public places to reduce
crime.

If I know something to be true
(2+2=4) no one could ever make
me believe otherwise.

If the government can prove you
were thinking about committing a
crime, they should be able to arrest
you.

It is appropriate for the government
to listen in to my phone
conversations If Im not doing
anything wrong, I have nothing to
worry about.

It is appropriate to torture a political
prisoner if its for the good of the
country.

It is proper for the government to
limit civil liberties at times of war.

It is unpatriotic to question your
government during times of war.

Our government is the best source
of unbiased news.

Reporters should be required to
have their stories approved by the
government before their articles are
printed.

The ends justify the means.
1S
The enemy of my enemy is my
friend.

The government should be able to
hold people without charge if they
are suspected of being a serious
threat to the government.

The right to privacy is more
important than our national security.

They that can give up essential
liberty to obtain a little temporary
safety deserve neither liberty nor
safety.

To assure our countys freedom, the
government should be able to spy
on its citizens.

Torture is an appropriate way to
gather intelligence as long as the
prisoner does not die.

War is valid means of achieving
peace.



Pick three statements you strongly agree or strongly disagree with. Write a
paragraph explaining the reasoning behind your stance.

Statement #1:
Your Stance:
Explanation:









16
Statement #2:
Your Stance:
Explanation:









Statement #3:
Your Stance:
Explanation:






















17
!"#$ Teims Woiksheet

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Big Brother

Doublethink

Thoughtcrime

Newspeak

Memory hole

Orwellian



18
R%/#>7#*6 @/%8#1.#2*- I2/B-=%%.&
M1%3*#3 3*8 S2/.= T2/%3

0iwellian Pieuiction Noith Koiea






























19
R%/#>7#*6 @/%8#1.#2*- I2/B-=%%.&
M1%3*#3 3*8 .=% G*#.%8 5.3.%-

0iwellian Pieuiction 0niteu States Reality










































2u
!"#$ Biscussion Questions

1. Bow uoes 0iwell uepict the ielationship between the thiee classes in the society
of 0ceania: the Innei Paity, the 0utei Paity, anu the Pioles. Foi what ieasons,
foi example, aie the pioles alloweu ielative fieeuom in this society which is
totalitaiian in natuie. (See especially Pait 0ne, Chaptei 8.)

2. 0'Biien tells Winston, in the Ninistiy of Love, that the Paity wants powei solely
foi its own sake. No society so fai in histoiy has sought this goal. If 0ceania is an
extension of tenuencies in societies piesently in existence, what featuies of these
contempoiaiy societies is 0iwell waining us against. (See, as a stait, 0'Biien's
comments uuiing Winston's ietiaining, in Pait S.)

S. The Paity wages continual wai on sexual uesiies. Why. Accoiuing to official
uogma, why aie noimal sexual uiges opposeu to the Paity's goals, anu to what
use can sex be put to accomplish the Paity's puipose.

4. 0ne of the basic iueas in Ingsoc is uoublethink. Explain this iuea by analyzing
0'Biien's uemonstiation of it to Winston in the mattei of the photogiaph anu
Winston's attempts to mastei it befoie he is taken to Room 1u1.

S. Anothei basic iuea of Ingsoc is "the mutability of the past." An inteiesting
instance of this occuis uuiing one of Winston's woiking uays. Analyze the
histoiy Winston fabiicates in the case of Comiaue Witheis. What uoes this ieveal
about the Paity's use of the past.

6. Analyze one of the Paity slogans: Wai is Peace, Fieeuom is Slaveiy, oi Ignoiance
is Stiength. What uoes it mean in the life of an inuiviuual citizen like Winston
Smith. What uoes it mean to the Innei Paity, to someone like 0'Biien.

7. Analyze the use of thiee oi foui Newspeak woius to show how this official
language of 0ceania seives a political puipose. Relate youi uiscussion to the iuea
of uoublethink anu to the Paity's notion of ieality.

8. What is meant by uoublethink. Analyze it as the ultimate goal of the cieation of
Newspeak. (See, foi instance, the scene in the canteen, Pait 0ne, Chaptei S.)

9. Compaie the ways in which the figuies of Big Biothei anu Emmanuel uolustein
affect life in 0ceania. Foi instance, how aie they useu by the Paity to manipulate
opinion.

1u. Suppose the novel weie tolu fiom the point of view of 0'Biien. In what ways
woulu this change affect the pictuie given of life in 0ceania. (See "The
psychology of fanaticism" aiticle.)

21
11. The name Winston veiy likely comes fiom Winston Chuichill. Why woulu 0iwell
have given his main chaiactei such a name.

12. What kinu of memoiies of the past uoes Winston have. What uo they mean to
him. Bow uo they, foi instance, contiibute to his sense of the unieality of life in
0ceania.

1S. Bevelop a chaiactei sketch of Winston's wife Katheiine as he iemembeis hei. In
what ways is she typical of women in 0ceania.

14. Analyze the uiffeient ways in which Winston anu }ulia iebel against life in
0ceania. What uoes each finu unsatisfactoiy in that life. What uoes each want
that 0ceania anu the Paity cannot supply.

1S. Why can the life Winston anu }ulia leau togethei in the ioom above Ni.
Chaiiington's shop be calleu uomestic oi maiital. In what ways uo they act as
husbanu anu wife.

16. What qualities in 0'Biien uoes Winston aumiie both befoie anu uuiing the time
in the Ninistiy of Love. Foi example, aie theie aspects of 0'Biien's peisonality
oi intelligence Winston wishes weie his own.

17. What inuications, if any, uoes 0iwell give of the way by which 0'Biien lives with
himself as a membei of the Innei Paity. Since the stoiy is tolu thiough Winston,
we wee 0'Biien only as he uoes. Foi instance, how woulu 0'Biien peisonally life
with the iuea that ieality is what the Paity makes it.

18. Analyze the scenes in which Winston fiist meets 0'Biien anu }ulia. Bow uoes the
actual meeting, in each case, ielate to Winston's expectations of what the
inuiviuual iepiesents to him. By what uiamatic means uoes 0iwell piesent the
scenes.

19. }ustify the iuea that the aiiest of Winston anu }ulia at the enu of Pait Two is the
majoi climax oi tuining point of the stoiy. Boes the aiiest, foi example, leau
inevitably to what happens in Pait Thiee.

2u. Analyze the significance of Winston's uieam of the "uoluen Countiy." What uoes
it symbolize to him. Anu what is the significance of the fact that Winston finus
the uoluen County in ieality with }ulia.

21. The glass papeiweight Winston buys fiom Ni. Chaiiington is an impoitant
symbol in the novel. Why uoes Winston want it, anu what uoes it iepiesent to
him. Why is it inevitable that the Thought Police smash it when Winston anu
}ulia aie aiiesteu.

22
22. What is the puipose of the veises fiom songs 0iwell uses in seveial places in the
novel. 0f what significance aie they to Winston himself. What pait uo they play
in the setting of the novel.

2S. Select a naiiative oi uesciiptive passage fiom the novel (not a scene in which
conveisation is useu). Tiy to chaiacteiize 0iwell's style in it. What kinus of
uetails uoes he use, foi example. Is his choice of language appiopiiate to what
he wants to say. Is he able to make you see anu feel the woilu he is uepicting.

24. Why uoes 0iwell incluue such long passages fiom uolustein's book. What
puipose uo these exceipts seive in the novel.

2S. Why uoes 0iwell iepiesent the society of !"#$ as being in a state of peipetual
wai, yet with no uecisive victoiy.

26. What is the significance of Winston's uieams.

27. Is !"#$ a satiie on Communism. Explain youi answei.

28. Why is the heauquaiteis of the Thought Police anu the iepiessive appaiatus of
the Paity appiopiiately calleu the "Ninistiy of Love."

29. Fiom the eviuence of the novel itself, uefenu one of these two iueas: 0iwell
intenueu !"#$ as a piophecy; oi he intenueu !"#$ as a ciiticism of contempoiaiy
societies.

Su. Contiast the foim of ievolt against Big Biothei of }ulia anu Winston.


















2S
Fishbowl Biscussion Foimat

I=3. #- 3 U#-=:2A4 O#-10--#2*N
A fishbowl conveisation is a foim of uialogue that can be useu when uiscussing
topics within laige gioups.
Fishbowls involve a small gioup of people seateu in ciicle anu having a
conveisation. They aie suiiounueu by a laigei gioup of obseiveis, seateu in an
outei ciicle. The facilitatoi oi subject mattei expeit gives a shoit input of S-1u
minutes, which sets out the geneial outline of the uiscussion anu aftei that the innei
ciicle staits to uiscuss. The outei ciicle listens, obseives, anu evaluates. Whenevei
someone wants to paiticipate anu move to the innei ciicle, a paiticipant fiom the
fishbowl must fiee a chaii anu move to the outei ciicle.

U#-=:2A4 D24%-&
1) Nembeis of the "Fishbowl" (uuppies): Balf the class will be a pait of the fishbowl
(the innei ciicle). These paiticipants will uiscuss the topics outlineu by the "Beau
uuppy" (oi uiscussion uiiectoi). These paiticipants aie iesponsible foi engaging in
the uiscussion, looking gioup membeis in the eye, anu staying on task.

2) 0utsiue 0bseiveis (Cats): The othei half of the class will be outsiue the "fishbowl"
looking in. Befoie the uiscussion begins, the "Beau uuppy" will assign each obseivei
a peison to obseive in the fishbowl. 0bseiveis will neeu to fill out an evaluation
sheet wheie they assess theii stuuent's peifoimance in class uiscussion. At the enu
of the uiscussion, obseiveis will meet with theii fishbowl stuuent to uiscuss theii
obseivation.

24
S) Biscussion Leauei (Beau uuppy): 0utlines uiscussion topics, assigns cats to
guppies, anu maintains oiuei uuiing uiscussion.

O#/%1.#2*- >2/ L%6#**#*6 U#-=:2A4
1) Stuuents assemble themselves into a fishbowl foimation.
2) The "Beau uuppy" assigns each obseivei a fishbowl paiticipant to obseive,
ieviews the iules of the fishbowl, anu intiouuces the uiscussion questions that the
gioup must uiscuss.
S) Fishbowl uiscusses while the obseiveis evaluate. When time is up, the "Beau
uuppy" will ask the gioups to stop uiscussing.
4) Fishbowl paiticipants anu obseiveis will meet to uiscuss the evaluation.
S) Whole class meets to evaluate theii peifoimance as a class.

U#-=:2A4 O#-10--#2* D04%-
Stuuents shoulu only state suppoiteu iueas, agiee with a speakei anu auu
suppoiting infoimation, uisagiee with a speakei anu offei iefuting
infoimation, oi connect contiibutions.
No one may inteiiupt a speakei.
No one may speak a seconu time until eveiyone has hau a chance.
0bseiveis N0ST assess faiily. Bo not give youi fishbowl paiticipant's low
scoies if they uo not genuinely ueseive them.
0bseiveis N0ST assess honestly. Bo not inflate youi fishbowl paiticipant's
scoies if they uo not genuinely ueseive them.
ALWAYS BE RESPECTF0L IN TBE FISBB0WL. Cats anu guppies will be
kickeu out of the fishbowl if they aie uisiespectful.















2S
Fishbowl Biscussion Peei Evaluation Sheet

0bseivei's Name: __________________ Fishbowl Paiticipant's Name: ______________________

O#/%1.#2*-: Each time youi paitnei uoes one of the following, put a check in the
boxes. Be honest because youi giaue uepenus on it.

@2-#.#<%-
Nakes an oiiginal comment in uiscussion (No piggybacking! Bo not just iepeat what
someone else saiu!)
!!!!!!!!!!!

Nakes eye contact with the peison speaking
!!!!!!!!!!!

Cites the text!
!!!!!!!!!!!

Asks a question
!!!!!!!!!!!

Responus to anothei speakei
!!!!!!!!!!!

S%63.#<%-
Inteiiupts anothei speakei
!!!!!!!!!!!

Engages in a one-siueu conveisation
!!!!!!!!!!!

Appeais to not be listening of paying attention
!!!!!!!!!!!






26
"7;%- 2> V0%-.#2*-WD%-;2*-%-
Question
!!!!!!!!!!!

Connection
!!!!!!!!!!!

Infeience
!!!!!!!!!!!

Pieuiction
!!!!!!!!!!!

,8%3- O#-10--%8
List thiee impoitant iueas that came out of this conveisation.

1)


2)


S)




















27
1984 Argumentative/Persuasive Essay
Due: May 15
th
, 2014

Answer one of the following essay prompts in a well-crafted essay. Be sure
to take the time to outline your essay before you start writing to ensure that
you structure your essay properly. Be sure to have a clear and focused
thesis, supported by three strong supporting points that rely on specific
details from the novel as evidence. Refer to the Argumentative Essay
Template on the website for the specific structure that I expect you to
follow. Happy writing!

1) Which is more important: freedom or security? (you can cite examples
from both 1984 and the articles we read).

2) Would you rather live in Oceania, North Korea, or modern-day America?
Why or why not? (you must cite specific examples from the articles we read
and 1984. You may also integrate one outside source for one of your
supporting points).

3) Some of the surveillance technologies that appear in 1984 are now
realities that we take for granted, such as closed circuit television cameras
and GPS devices. Discuss the use of technology to control public and private
behavior in 1984 and in the present. What limits do you think should be
placed on the use of technology to avoid the kind of totalitarian excesses
represented in 1984?
















28
SQUIDS [Select a Quotation, Understand, Identify. Describe
the Significance]
1.
Select
a Quotation.
Choose a quote that stands out in the text for
its effect; find quotes that are significant to
the theme of the work; select quotes that
affect you as a reader. Copy the quotation;
include page number. NOTE: A quotation
can be from the narrativeit does NOT have
to be from the dialogue of a character.
2. Understand.
Prove your understanding by taking some
time to consider the quotations relevance to
the section of the work in which it is found
and the work as a whole. Think about the
sentence structure and its effect. Look for
rhetorical effect.
3. Identify.
Identify the context in which the quote
appearswhat happened before and after the
words you chose. Where/when does it appear
in the text? Categorize its status as a
rhetorical or literary device
4.
Describing
the Significance.
Be sure to connect the passage to overall
themes of the book. What makes this quote
important? Why does it stand out? How does
it make you, the reader, take notice?