Building Your Own DystopiaGroup Mini Project- Language 7/8D

Why: We have been studying a specific type of story called dystopian literature. Authors use dystopias to critique parts of our own society that they think are oppressive. In order to analyze and understand the ideas of dystopias further, you will create your own dystopia based upon a modern injustice you see in our world and those represented in your novels collectively. By creating our awareness of how our society can be improved, we will push others and ourselves to make a change and use our understanding of dystopias to critique and cause others to think more deeply about our own society.

What: Create your own dystopian society based upon one worrying/unjust trend you see in our world and/or your class novel. Your trend can come from any aspect of your life (friends, school, media, government, business, etc.). It can also be inspired by the events in your novel. Just as it could be argued that The Matrix is based upon the idea that “Humans use too much technology,” you will come up with your own observation about the world. After selecting this one area, make a creative project that artistically represents a dystopia based upon your modern-day injustice. You will have to “multiply,” or exaggerate, this trend in the future. Example: In Fahrenheit 451, Bradbury is critiquing censorship and the disconnection that technology causes in our society.

Ideas: Technology concerns (Facebook, texting, video games and virtual reality, television, etc.), Environmental issues (global warming, pollution, waste, etc.), Social/Human Issues (racial profiling, women’s issues, gender norms, gay rights, etc.), Government/Economic concerns (privacy and governmental control, education and testing (cutting Arts, over-testing), hierarchy (the 99%), etc.), and others!

How: You will present the social issue that you are critiquing and then give an overview of your dystopia to the class in a presentation. In addition to the overall summary of the dystopia, each group member will create an artifact that represents the dystopia in some way. You should focus especially on setting and ensuring that your artifact demonstrates the social issue being critiqued and exaggerated in your created society. Your presentation could include a usage of digital media. (powerpoint, prezi, video, blog)

Project Artifact Menu- Choose one of the

following (one per person in your group)

Propaganda poster/illustration

Song, chant, or rap

Illustration or blueprints of a typical dwelling

from the dystopia or a blueprint/illustration of the

city/place

Comic (could be supporting or critiquing your

dystopia

Newspaper article

Speech/ writing in role journal entry from a

protagonist

Law, Constitution, Bill or Act

Commercial or advertisement

Another artifact of your choosing (with Ms.

Gudov’s approval)

Project Steps

1. Select a modern social problem (This will

determine the ideas you will present in your

dystopia).

2. Identify nature of control -- government,

corporate, technology, philosophical/religious.

3. Brainstorm example(s) of how citizens are

expected to conform, modes of control, and other

characteristics of your dystopia.

4. Create propaganda that helps control citizens.

5. Summarize your dystopia with particular

emphasis on setting.

6. Decide how your group will present this dystopia.

7. Think of any extra materials you will need to

procure or create.

8. Practice your presentation.

Content Rubrics (2 group grades, 2 individual grades)(Whole Group) Setting and Dystopia Analysis: Creates a realistic, detailed setting that is clearly portrayedA+ / AClearly portrays all aspects of a creative, unique setting that align clearly with the dystopic issue and are well developed in artifacts and digital presentation

A- / B+Clearly portrays several aspects of setting that align clearly with your dystopic issue and are well developed in artifacts and digital presentation

B / B-Portrays several aspects of setting that align somewhat with your dystopic issue and are solidly developed in artifacts and digital presentation

C+ / C / C-Portrays a few aspects of setting that align somewhat with your dystopic issue and are developed in either artifacts or digital presentation.

D+/ D- / RSetting does not align clearly with dystopia/ does not address setting in presentation

(Whole Group) Use of Technological/Digital MediaA+ / ACreatively integrates digital media throughout presentation to add to engagement of audience

A- / B+Integrates digital media throughout presentation effectively, some moments of engagement/creativity

B / B-Integrates digital media throughout presentation

C+ / C / C-Digital media exists, but is not very effective/becomes distracting or misused

D+/ D- / RDigital media is not present

(Individual): Organization of presentationA+ / AIndividual portion of presentation is clearly and effectively organized with strong, engaging details and structure

A- / B+Individual portion of presentation is clearly organized with strong details and structure

B / B-Individual portion of presentation is solidly organized with solid details and some structure

C+ / C / C-Individual portion of presentation has some attempts at organization but some moments wander

D+/ D- / RLacks any clear organization, wanders/unprepared

6. (Individual): Creativity and detail of artifact

A+ / AIndividual artifact is creative, innovative, and strongly represents multiple aspects of dystopias

A- / B+Individual artifact is creative and clearly represents several aspects of dystopias

B / B-Individual artifact is solid and represents a few aspects of dystopias

C+ / C / C-Individual artifact is complete and shows dystopian characteristics, but not creative or lacks some effort

D+/ D- / RIndividual artifact is incomplete or has nothing to do with dystopias

Participation Rubric (Individual)Group Work: Equal Participation- EngagementA+ / AMakes an effort to step up or step back, depending on level of participation

A- / B+Makes an effort to step up or step back, depending on level of

B / B-Works well with group mates most of the timeSeeks a specific role to contribute

C+ / C / C-Disengages from group work, separating from teammates, but does work

D+/ D- / RThe student makes no effort to contribute to the group and/or the

Seeks a specific role to contribute in groupDiscusses ideas and pushes thinking of the groupCompletes tasks fully

participationSeeks a specific role to contributeCompletes tasks fully

Completes tasks fully though may need a few redirections

individually OR needs frequent reminder in order to complete work

student barely contributes to the project’s success.

Group Work: Respectful conductA+ / AMaintains a positive attitude and motivatesRespects work time/spends all time productivelyUplifts the group and encourages everyone

A- / B+Maintains a positive attitudeUses honest and encouraging wordsRespects work time/spends most time productively

B / B-Maintains a positive attitude for the most partUses honest and encouraging wordsRespects work time/spends some time productively

C+ / C / C-Sometimes acting as a negative presence or struggles working respectfully with others occasionally

D+/ D- /R Frequently a negative presence in the group, conflicts or disrespect frequent, wastes group time