Melton and Potter Unit Revised

Defiance and Disorder: Surviving in a Dystopian Society (MIDG)
UNIT WEBSITE
http://defianceanddisorder.weebly.com/
Defining Dystopia
The Game of Strife
Wait, This is Real Life? Making the Connection
Youve Got the World in Your Hands: Design Your Destiny
This isnt right. How can we live like this? There must be another way. Poverty. Oppression.
Conformity. Government Control. Is this Panem? Is it Jonass Community? Abnegation? The
Glade?It could be, and if it was, would you survive? Would you conform? Or would you rise up
and fight? Put your skills to the test by exploring and engaging in scenarios common to
fictional, dystopian societies. Use your abilities to think critically, create positive solutions, and
lead others as you set foot on an interactive game board allowing you to expand your horizons
to a place where fiction and reality collide. Use your experiences as knowledge to guide you in
developing a functional, utopian society.
Which aspects of society are impacted most in the creation of a dystopia?

Why are some ideals (e.g., freedom, responsibility, justice, community, etc.) lost in dystopian
societies and what challenges are faced?
Do aspects of dystopian societies exist in our world today or have they existed in the past?
Why do authors place such emphasis on dystopian societies?
Jordan Potter and Samantha Melton

SPED 6402 Spring 2016
East Carolina University
Defiance and Disorder: Surviving in a Dystopian Society

CONTENT RESEARCH PAPER

Dystopian Societies in Literature and Their Prevalence Amongst Todays Youth
Todays youth is drawn to the idea of a strong, independent protagonist fighting the odds
against oppressive, societal control. Students connect with these characters because they see a
glimpse of themselves within them and can relate to their adolescent struggles. Walk into any
middle school language arts classroom, and the likelihood of a student reading a novel, based
on a dystopian society, is quite high. But what is the appeal of dystopian novels, as opposed to
stories based around a utopian society? Surely students would rather get lost in a perfect world.
The popularity of several novel series suggests otherwise. But what are the ingredients involved
in concocting these futuristic worlds? What are the real-life trends, perceived through the
novels, which play out in different countries around the world? How far and wide will this
movement of government control, and defeating the odds, go within young adult literature?
Dystopian society literature made its first debut in 1835, and gained momentum around
the mid-1950s with the publication of Ray Bradburys Fahrenheit 451. Continuing the trend, Lord
of the Flies, The Running Man, and The Giver were amongst many books published over the
next fifty years (List of Dystopian Literature, 2016). Entering the new millennium, dystopian
novels are all the rage amongst middle school and high school readers. Stories like, The
Hunger Games, Maze Runner, and Divergent, continue to fly off the shelves, and also have
become major motion picture films.
What is a dystopian society, and why are readers drawn to them? In the book, Divergent,
author Veronica Roth writes from the mother of the protagonists perspective, Every faction
conditions its members to think and act a certain way. And most people do it. For most people,
it's not hard to learn, to find a pattern of thought that works and stay that way. But our minds
move in a dozen different directions. We can't be confined to one way of thinking, and that
terrifies our leaders. It means we can't be controlled. And it means that no matter what they do,
we will always cause trouble for them. It seems as if students are drawn to the turmoil and

rebellious attitudes of the characters.

Dystopia is defined as, A futuristic, imagined universe in which oppressive societal
control and the illusion of a perfect society are maintained through corporate, bureaucratic,
technological, moral, or totalitarian control. Dystopias, through an exaggerated worst-case
scenario, make a criticism about a current trend, societal norm, or political system. (Dystopias:
Definitions and Characteristics, 2006). There are many different characteristics of a dystopian
society, as there are a handful of different types of government control.
The International Reading Association breaks down the characteristics and generalizes
the most common aspects of dystopian literature. Along with a corrupt government and taking
away creative freedom, most dystopian societies use propaganda to control the citizens. Much
like todays dictators, there is a figurehead that is put on a pedestal by the citizens of the society
and the people are under constant surveillance. There is an immense fear and uncertainty of
the outside world, people live in poverty or a dehumanized state, and the citizens are forced to
conform to standard, uniformed expectations. The citizens are brainwashed into believing that
they are a part of a perfect utopian world.
Utopia is a place, state, or condition that is ideally perfect in respect of politics, laws,
customs, and conditions (Dystopias: Definitions and Characteristics, 2006). The characters in
dystopian literature are continuously told that they are so fortunate to have a government who
thinks and implements everyday activities and life for them. What seems like utopia, is really a
living hell for the vast majority of people. Introducing the staple protagonist in any dystopian
novel; a character who questions society, often feeling that something is terribly wrong
(Dystopia, n.d.). Carrie Hintz, an Associate Professor of English at CUNY, lent insight on which
desired aspects of utopias fail the most. She stated that, Desired utopias fail for a number of
reasons. Sometimes they fail because there are legal or political structures that seek to curtail
them, and the external pressure is too much for them to endure. Sometimes they are founded
on principles that require unselfish or noble behavior on the part of the participants--and they

end up reverting to bad or selfish behavior. Sometimes the society buckles under the pressure
of too much conformity/ sameness, and people wish to revert to another system or a previous
social organization.
Students are not only drawn into a world that has endless challenges and characters
who suffer constant inner conflict, but these worlds have a sense of familiarity. According to an
article on Dystopia, The society must have echoes of today, of the readers own experiences.
This creates a more involving and effective experience for the person reading the story
(Dystopia, n.d.). The same article discusses how the authors of these works of literature use the
story to broadcast their own concerns and ideas about whats going on within society at the time
of writing. It is also to be considered that the effect of these books could be linked to our own
countrys continuously rising debt, oil shortages, global climate change, and countless other
extremities. These circumstances have given us reason to think in a worst case scenario way
for our own culture, bridging the gap between fictional dystopias and the real world (An analysis
of dystopian societies, 2014).
While interviewing Dr. Carrie Hintz, she also touched on how dystopian literature helps
students connect with the real world, and why this type of fiction is so enjoyable for them. Carrie
replied, I think dystopias are not afraid to tackle big philosophical questions about political and
social matters, and I feel that these dystopias are taught in schools at a time in their school
career when social studies classes are broaching some big political questions as well--for
example, Civil Rights, history of slavery, environmental justice, etc. I think that these works can
help an adolescent think about their place in the world and maybe inspire them to become more
politically involved. Not only are these books relatable for students, they are also
interconnected to social studies and history classes.
Another relatable and engaging aspect to literature based around a dystopian society is
the use of technology. From The Hunger Games to Divergent, Maze Runner to The Last Book in
the Universe, students are reading about high-tech, futuristic ideas and machines, and those

are fun to imagine. For the children, who only like to play video games and never pick up a
novel, these stories appeal to them. For example, in The Last Book in the Universe, the postapocalyptic story introduces readers to a device that allows them to play a video game inside of
their head. Once they are hooked up to the machine, the player enters into a coma-like state
while their brain is alive and active, putting another perspective on virtual reality.
Dr. Carrie Hintz discussed the impact of technology on dystopian and utopian societies.
She stated, Sometimes technology is the aspect of social life that can enable a utopia. In the
case of Aldous Huxley's Brave New World, for example, the technology helps enable the chilling
dystopian conditioning and control of its populace--through the drug soma, through prenatal
manipulation, through sleep conditioning. Sometimes technology intrudes on a beautiful,
pastoral utopia--and there are some utopian visions where technology and nature co-exist
beautifully, as we see in Huxley's late-career book Island, or in the Dinotopia series. Aside from
technology being used in the general way, dystopian societies look at the technological
advances through futuristic medicine as well. In The Giver, Jonas is forced to take a pill every
day that diminishes any emotional feelings and extinguishes the slightest glimmer of personality.
This could be relatable to a student who is given a pill daily for ADHD, knowing that they are not
truly themselves when they are on it.
Whether students are craving adventure, futuristic technology, rebellion against societal
control, or even relating to a protagonist who dreams of something more, dystopian literature
has definite appeal for many young adult readers; allowing readers to dive into a fictional world
while still connecting to todays cultural and governmental issues. The rise in this type of fiction
motivates adolescent readers to develop problem-solving skills while realizing that making an
impact is not beyond their reach.
Bibliography
An analysis of dystopian societies. (2014). University Wire. Retrieved February 1, 2016,

from http://search.proquest.com.jproxy.lib.ecu.edu/docview/1494459146/
abstract?accountid=10639
Dr. Carrie HIntz [E-mail interview]. (2016, January 31).
Dystopia. (n.d.). Retrieved February 01, 2016, from
https://ptfaculty.gordonstate.edu/jmallory/index_files/page0082.htm
Dystopias: Definition and Characteristics. (2006). Retrieved January 31, 2016, from
http://www.readwritethink.org/files/resources/lesson_images/lesson926/Definition
Characteristics.pdf
Gerhard, J. (2012). Control and resistance in the dystopian novel: A comparative
analysis (Unpublished master's thesis). California State University. Retrieved January
31,
2016, from http://csuchico-dspace.calstate.edu/bitstream/handle/10211.4/434/4 18 2012
Julia Gerhard.pdf?sequence=1
List of Dystopian Literature - Dystopian Novels. (2016). Retrieved February 01, 2016,
from http://www.utopiaanddystopia.com/dystopian-fiction/dystopian-literature-list/
Roth, V. (2011). Divergent. New York, NY: HarperCollins Children's Books
CONNECTION TO THE THEME

Horizons represent an end in sight concept. We believe horizons are a symbol for a
goal or something that you want to accomplish. A horizon has always seemed like a far off
place, and sometimes it seems like you may never make it there. Eventually the day comes to
an end, just as any task would, and you finally catch up, hoping to feel a sense of
accomplishment by that time.

A horizon is also defined as, the limit of a persons mental perception, experience, or
interest. Taking that perspective of the word into consideration, we feel that horizons could
symbolize that the sky is the limit for whatever you put your mind to. You can always dream up
and conceptualize new things. Just as the horizon is constantly rotating, ideas can constantly
rotate and reformulate.
The definition of horizons that we will focus on to tie into our unit topic is the limit or
range of a person's knowledge, understanding, or experience. With a focus on futuristic,
dystopian societies, we will challenge our students to see beyond their own reality. The major
unit goal will be for students to create their own perfect world or utopia based on the
challenges and obstacles presented to them through fictional dystopian societies. We aim for
the students to see and understand how these fictional societies actually have a basis in the
real world. We will challenge them to question if these scenarios or concepts could potentially
become a reality. While some examples are a bit extreme, such as The Hunger Games,
students should still be able to see the connection between the government and how the society
functions. Our own society rapidly evolves every day with a huge emphasis on technology.
Many of the authors of dystopian novels are challenging young readers to take a stand, have a
voice, and realize that conforming to what society believes to be best is not always the right
answer. Sometimes these futuristic societies seem far-fetched, but we aim to broaden our
students horizons by providing them with opportunities to see the connections between fictional
issues in society and real ones.
In our first lesson, we will introduce the content that will be covered throughout the unit.
Depending on the students prior knowledge, we will SHOW them what a dystopian society
might feel like by letting them get involved. Although they may already be familiar with the idea
of a dystopia, they will gain a better understanding of what this would look and feel like based
on the setting we will introduce. Understanding content and experiencing it are two completely
different things. The definition of horizons focuses on experiences as well as knowledge and

understanding, so we want to make sure that students are expanding their mental capacity in all
three areas throughout the unit. We will give them the opportunity to explore and question
common ideals of society. The statements that we will use should provoke intense thought and
question about the way in which we live our daily lives and the rules we abide by. We are
thinking with the end in mind, aiming for our students to see a connection with fictional
dystopian societies and societal and government oppression that have occurred and still occur
in parts of our world today.
On Day 2, we will take the experience element of horizons to another level. Using an
interactive game board, students will find themselves as leaders in facing common dystopian
challenges. In our content research, we discovered that dystopian literature is so popular among
young adolescents because they are able to make a connection with the protagonist, who is
usually leading the fight. They want to expand their knowledge and understanding beyond their
normal, daily lives. The interactive game board will allow them to problem solve, think critically,
and create solutions. Many of the scenarios will be based in fiction; however, we believe that
this takes the mind even further. Students can let their imaginations lead the way as they face
these challenges and obstacles. Nothing will be holding them back. Many times, reality is what
puts constraints on our mental capacity. Although we want students to see the connection our
unit has to the real world, we also want them to be creative and inventive as they problem solve
and create their idea of a perfect world.
On Day 3 of our lesson, students will be able to Skype and interview Tommy Boyd who
spent time in Ukraine, formerly a communist country. We will be pushing our students to see
past cultural barriers and pose questions to Tommy about societal and government oppression
that Ukrainian citizens have had to live with. Students will be able to listen and experience what
its like halfway around the world, in an environment that has similarities to dystopian societies.
They will be learning about a country that is literally, past their own horizons. Hopefully this will
engage them and motivate them to learn more about the world around them.

During the final day of our unit at camp, students will be creating their own utopian society within
their group. They will be combining everything they have learned that week about dystopian
societies and communist cultures. Students will work together to create a perfect world that
has aspects that are not only appealing, but also must be able to work cohesively together. This
task really encompasses the phrase, the skys the limit, because if they can think it, they can
create it. Day 4 is meant to encourage our students to really push past any limits they think they
have and make something that is totally their own.
It is important that academically gifted students realize that there isnt just one right
answer to a problem. Horizons are constantly revolving and changing and so can possible
outcomes. Hopefully, throughout our unit, students are able to see probable answers and
concepts that push them out of their comfort zones and motivate them to always keep moving
forward, never staying stagnant. We aim to carry out this unit sparking new interests and
encouraging new experiences, while broadening our students mental perception.

TECHNOLOGY INTEGRATION
Technology will not only be incorporated throughout the unit, but the concept of
technology itself is an important factor in our focus on futuristic, dystopian societies. Many of the
dystopian novels and films we plan to use as examples throughout the unit will demonstrate the
impact technology has and the potential effect it has on the future. Although many of the forms
of technology seen in these examples do not yet exist, it is important for students to understand
that the concept is something that is rapidly evolving and changing every day. Many people from
past generations would never have imagined the technology we have readily available to us
today. In many dystopian societies, technology can be viewed as a double-edged sword with
both favorable and unfavorable consequences. It could be argued that technology is viewed the
same way in our own society.
One of the questions we posed to Dr. Carrie Hintz, when consulting her on our content
research, focused on the impact of technology on utopian and dystopian societies. Dr. Hintz
stated, Sometimes technology is the aspect of social life that can enable a utopia. In the case
of Aldous Huxley's Brave New World, for example, the technology helps enable the chilling
dystopian conditioning and control of its populace--through the drug soma, through prenatal
manipulation, through sleep conditioning. Sometimes technology intrudes on a beautiful,
pastoral utopia--and there are some utopian visions where technology and nature co-exist
beautifully, as we see in Huxley's late-career book Island, or in the Dinotopia series.
Throughout the unit, students will explore the positives and negatives of futuristic technology of
dystopian societies using current technology. We will also help bridge the gap between what the
future of technology will look like in comparison to the current technological trends we see today
in our own society. As we learned throughout the current module, technology needs to have a
set purpose or goal in order for it to be used in a meaningful and beneficial way. The different
technological forms that we plan to incorporate throughout our unit will align with our unit goals

and big ideas. As mentioned, it is important for students to see the purpose behind the
technology they are using. We plan to incorporate technology for instructional purposes and as
a way for students to create a product based on the content learned throughout the unit.
We plan to use Chrome books daily during the lessons. Students will need access to
Chrome books for instructional purposes, activities, and to create a final product. On Day 1,
students will complete a survey using Survey Monkey. This tool allows for quick and easy
creation of various types of surveys. Results and data are easily tracked and viewed. Survey
Monkey offers specific templates for educational type surveys, and the basic membership is
free. The survey will serve as a part of the hook for the introductory lesson. The goal is for
students to feel what it would be like if they were assigned a lifetime job or placed in certain
class based on their responses. We will use the information from the surveys to group the
students into teams for the next part of the unit. The activity will be similar to the different
factions seen in Veronica Roths Divergent series.
We will also use Padlet, which is a free application allowing the creation of an online
bulletin board to display information. Padlet will allow the students to engage in discussion by
posting their opinions to statements such as, In an ideal society, everyone is equal. The tool
allows for all students to share their opinion without one or two students being the only ones
speaking. Video clips from dystopian novels that have been made into films will also be shown
throughout the unit. These clips will mainly be shown using YouTube. The clips range from two
to three minutes in length.
On Day 2, students will engage in the interactive game board that will allow them to face
challenges and obstacles commonly faced in dystopian societies. Before beginning the game,
students will create a symbol representing their group. Students may need to use the Chrome
books to research possible symbols to represent their teams. Students may also use research
as they are developing solutions to the challenges/obstacles they encounter on the game board.
Students will have to successfully create a solution to move on in the game. They will use the

app Goose Chase to document their efforts for each challenge. In order to take photos of
completed challenges, students will need access to iPads or personal devices. We plan to have
four groups, and each group would need one iPad or device in order to upload their progress
through the Goose Chase program.
On Day 3, students will have the opportunity to ask questions in an interview with
Tommy Boyd. Tommy worked with AmeriCorps in Ukraine for two years focusing on youth
development. Ukraine was once a communist country, so Tommy will explain the way their
government and culture is similar and different to dystopian societies and life in America.
Students should begin to see the chilling connections between fictional dystopian societies and
real societies that have existed in our world. If Tommy is unable to visit camp on Day 3, we plan
to use technology to stream the interview. Google Hangouts or Skype will be the preferred form
of live video chat. Both applications are very user-friendly and allow both parties to engage in
the conversation.
On Day 4, students will be using the application Storyboard That to create and design
their own utopia. Storyboard That provides a way for students to create a digital story by
creating characters and scenarios. The application is very user friendly with an extensive image
library and flexible design layouts. Each team of students will focus on a certain aspect of
society to improve and attempt to make perfect. Students will use the Chrome books to access
the application, and we will provide a model storyboard to use as an example. Students will be
able to keep a copy of their digital utopia by e-mailing a PDF version to themselves. We can
also print out the storyboards in hard copy format if printers are accessible.
As mentioned before, technology will be used as content and as a resource throughout
our unit. Technology is one of the main aspects of society we plan to focus on, and it will be the
area that one of the teams will focus on in creating a utopia. The aspects we will include in the
content for our unit include futuristic technological advances in computers, transportation, and
everyday devices and appliances. We will also focus on technological control by computers,

robots, and other scientific means. It will be interesting to see how the students react to the idea
of technology being used in a negative way for societal control since technology advancements
are usually viewed in a positive light. We plan to stay open to other forms of technology as we
plan our unit in more detail. The possibilities are endless!

CONTENT OUTLINE
I.
Dystopian Societies
A. What is a dystopian society?
1. A dystopia is a fictional society, usually portrayed as existing in a
futuristic time, when conditions of life are extremely bad due to
deprivation, oppression, or terror. (Dystopia, n.d.)
2. Popular novels
a. Hunger Games
b. The Giver
c. Divergent
d. Maze Runner
B. Aspects of Dystopias
1. Government
a. Bureaucratic control through a tangle of red tape, relentless
regulations, and incompetent government officials. (Dystopias:
Definitions and Characteristics, 2006)
2. Family structure
a. Citizens live in a dehumanized state; families are selected for
them, instead of the natural process.
3. Technology
a. Futuristic technological advances
i.
computers
ii.
transportation
iii.
everyday devices and appliances
b. Technological control
c. Society is controlled by computers, robots, and/or scientific
means (Dystopias: Definitions and Characteristics, 2006)
4. Careers/Education
a. Citizens are forced to work; they have no choice in
their preference of profession.
b. Citizens conform to expectations
5. Environment
a.The natural world is banished and mistrusted.
C. Utopias
1. A place, state, or condition that is ideally perfect in respect of politics,
laws, customs, and conditions (Utopias and Dystopias: Definition and
Characteristics, 2006)
a. Information, independent thought, and freedom are promoted.
b. A figurehead or concept brings the citizens of the society
together, but not treated as singular.
c. Citizens are truly free to think independently.
d. Citizens have no fear of the outside world.
e. Citizens live in a harmonious state.
f. The natural world is embraced and revered.
g. Citizens embrace social and moral ideals. Individuality and
innovation are welcomed.
h. The society evolves with change to make a perfect utopian
world.
2. Types of Utopian Ideas

a. Economic Ideas
i. Citizens only work at what they enjoy and love; there is no
need for money.
b. Libertarian government; communal and socially accepting
c. Technology is only used to enhance the human living
experience; convenient
d. Humans live in sync with nature; reverse the effects of
Industrialism
e.
Families are created naturally; the way God or other
religious ideas were intended. (Utopias and Dystopias: Definition
and Characteristics, 2006)
II. Real World Connections
A. Communism and Socialism
1. What is communism?
a. Communism is a form of government where all property is
publicly owned and each person works and is paid according to
their abilities and needs
b. Ukraine
2. Former communist country
3. Started in 1918, abolished in 2004
4. Guest speaker
a. Tommy Boyd, Peace Corps- Youth Development in Ukraine
5. Current communist countries
a. North Korea
b. Cuba
c. China
d. Laos
e. Vietnam
B. What is Socialism?
1. Form of government that pushes for the means of production,
distribution, and exchange to be owned or regulated by all peoples as a
Whole.
2 . Current socialist countries
a. Same as communist countries due to operating under similar
societal traits
C. Why authors write dystopian novels
1. Protagonist
a.Gives readers someone to relate to
b.Struggles teach readers that even the most unlikely
hero/heroine is within all of us
c.Themes include
i.
triumph over grim circumstances
ii.
leadership
iii.
believing in yourself
3.Political Platform
a. Authors use novels to share their view on
i.
political and societal trends portrayed
ii.
Civil rights and adversity


LESSON #1
Defining Dystopia
LESSON
OBJECTIVE
I. DEFINE OBJECTIVES AND CONTENT

Students will be able to define dystopia and utopia while understanding
the common aspects using guiding questions and examples from
popular, young-adult novels.
POINT TO PONDER
The point to ponder is the large focus on dystopian societies in youngadult literature today.
ESSENTIAL
QUESTION
CONTENT
Outline the content
you will teach in this
lesson.
Which aspects of society are impacted most in the creation of a

dystopia?
I. Dystopian Societies
A. What is a dystopian society?
1. A dystopia is a fictional society, usually portrayed as
existing in a futuristic time, when conditions of life are
extremely bad due to deprivation, oppression, or terror.
(Dystopia, n.d.)
2. Popular novels
a. Hunger Games
b. The Giver
c. Divergent
d. Maze Runner
1. Government
a. Bureaucratic control through a tangle of red
tape, relentless regulations, and incompetent
government officials. (Dystopias:
2. Family structure
a. Citizens live in a dehumanized state; families
are selected for them, instead of the natural
process.
3. Technology
i.
computers
ii.
transportation
iii.
c. Society is controlled by computers, robots,
and/or scientific means (Dystopias: Definitions
and
a. Citizens are forced to work; they have no
choice
in their preference of profession.

5. Environment
C. Utopias
1. A place, state, or condition that is ideally perfect in
respect of politics, laws, customs, and conditions(Utopias
and Dystopias: Definition and
a. Information, independent thought, and
freedom are promoted.
b. A figurehead or concept brings the citizens of
the society together, but not treated as singular.
c. Citizens are truly free to think independently.
d. Citizens have no fear of the outside world.
e. Citizens live in a harmonious state.
f. The natural world is embraced and revered.
g. Citizens embrace social and moral ideals.
Individuality and innovation are welcomed.
h. The society evolves with change to make
perfect utopian world.
a. Economic Ideas
i. Citizens only work at what they enjoy
and
love; there is no need for money.
b. Libertarian government; communal and
socially accepting
c. Technology is only used to enhance the
human living experience; convenient
d. Humans live in sync with nature; reverse the
effects of Industrialism
e. Families are created naturally; the way God or
other religious ideas were intended. (Utopias and
Dystopias: Definition and Characteristics, 2006)
What will students

UNDERSTAND as a
result of this lesson?
How does this
connect to the
Essential Question?
What will students
be able to DO as a
II. PRE-PLANNING
Students will understand the difference between a dystopian and utopian
society and the aspects of society that are affected most. The essential
question allows for students to explore the aspects of society that are
changed when a dystopia is formed. Students can compare their own
society to the societies in fictional, dystopian novels. Much of the content
covered in Day 1 will be revisited in Day 2 with the team activities.
-Students will be able to experience loss of individuality in the hook of
the lesson.
-Students will be able to identify the aspects of society that are impacted
by a dystopia and make connections to examples in popular, youngadult novels.
-Students will be able to collaborate and work together to answer
questions requiring them to think critically about society and the way it

works.
-Students will be able to connect a symbol to one of the aspects of
society they feel most passionate about conserving in a dystopian
society.
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
III. PLANNING
TIME: 5 minutes for intro; 10 minutes for survey
As students enter the room, they will be handed a folded, white t-shirt and
an identification card containing a number. This will be their new identity.
They will be instructed to put on their t-shirt and sit down behind an
assigned Chrome book. Seat assignments will be based on their
identification number. We will have the windows covered with poster
paper, so the setting is very empty and bland. We will tell the students
that they will be completing a survey that will place them in a faction
(team) based on their personality for the rest of their lives (the week). The
survey will be provided using Survey Monkey, and will consist of ten
questions focusing on the ideals and aspects of society. The survey
questions will allow students to think beyond the traditional and expand
their horizons or way of thinking. The questions will be as follows:
1. Enter your identification number.
2. People should have a choice when it comes to their education and career.
Briefly explain whether you agree or disagree.
3. It is better to be ignorant and content than to be aware and upset. Briefly
explain whether you agree or disagree.
4. The government always knows what is best for us. Briefly explain whether you
agree or disagree.
5. Rules exist to help us live our lives properly and should always be followed.
Briefly explain whether you agree or disagree.
6. Is individuality important? Briefly explain.
7. Can technological advances be taken too far or used for negative purposes?
Briefly explain.
8. It is alright to upset some people as long as youre doing what is best for
society. Briefly explain whether you agree or disagree.
9. Family structure, values, and size should be decided for us and should be the
same for everyone. Briefly explain whether you agree or disagree.
10. Which of the following novels have you read? Respond yes or no in each
box.
(https://www.surveymonkey.com/r/3672T26)
We will allow 10 minutes for completion of the survey, some students may
not finish all of the questions by this time however, they will all be
addressed throughout the unit and introduce students to the ideas and
concepts we will be discussing throughout.
The first question will ask the students which of the following novels they
have read: The Giver, The Hunger Games, The Maze Runner, and
Divergent. Sometimes these futuristic societies in novels seem farfetched, but we aim to broaden our students horizons by providing them
with opportunities to see the connections between fictional issues in

INSTRUCTION
Explain Step-bystep what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL support
and teaching
materials with your
unit.
society and real ones. We will use the response to the last question to
form teams/groups. We would like for there to be a student on each team
that has read one of the novels so that the group will have a knowledge
base for all four novels. On Day 2, we will introduce tri-fold boards for
each novel providing a synopsis and important dystopian aspects of
each. If there is a novel that students are unfamiliar with and no one in
their group has read it, they will be provided with enough information on
the boards in order to complete all activities in the unit. Since each of the
novels are major motion films, majority of students will be familiar with the
content of each.
TIME: 30 minutes
After all students complete the survey, we will place them into groups of
3-4 depending on class size. Ideally, we plan to have four groups formed
based on the responses in the survey. We hope to have a representative
for each novel in each group if possible. The groups will represent their
factions or teams for the week. We will use Padlet to stimulate a
discussion based on the survey questions. Students will have two
minutes for each of the eight questions requiring a response. Each group
will post a collaborative response on to the Padlet, which will be displayed
on the Smart Board. Each group will only need one Chrome book as they
will be posting collaborative responses. Students will be able to briefly
discuss their individual answers and create a group response. We will set
a timer for each question so students will know when they need to move
on to the next one. After each question, we will read each groups
response aloud before moving on to the next question. The goal is for
students to see how these questions align with certain aspects in society.
They will be encouraged to include connections to the mentioned novels
in their responses. After the groups have posted a collaborative
response, we will use the responses to highlight the key aspects of
society that we will focus on throughout the unit: Government, Family
Structure, Education, Careers, and Technology. Each groups final post to
the Padlet will be to define the terms utopia and dystopia. After each
group has posted, we will provide the definitions and aspects of both
utopia and dystopia using a tri-fold board for each. We will use the
information provided in our content outline.
TIME: 15 minutes
Students will be provided with materials to create their faction or team
symbol and name for the week. We will provide example symbols from
the novels being used in our unit using the Smart Board:
The Hunger Games- the mockingjay
Divergent- the symbols for each of the factions
The Giver- the objects for the different ages; comfort objects
The Maze Runner- the maze itself, the Glade
The teams will create their symbol and faction name in order to design
their t-shirt to be worn throughout the week. Each student will design their
own t-shirt containing the team name and symbol. The groups will also
have to create a rationale for their team name and symbol. We will
encourage the groups to choose a name and symbol that correlates with
one of the aspects of society mentioned during instruction. Students

should connect a symbol to one of the aspects of society they feel most
passionate about conserving in a dystopian society. Each group will
submit their team name, symbol, and rationale via Padlet. While the
students are working and designing, we will explain that they will be
working with their teams to face certain challenges and obstacles on Day
2 in The Game of Strife. Instructions will be provided on Day 2.
ASSESSMENT
(Performance Task)
What will the
students DO to
demonstrate that
they have mastered
the content? Be
specific and include
actual assessment
with unit materials.
TIME: 10 minutes
Informal assessment will take place throughout instruction. Students will
be assessed as they collaborate and post their group responses to the
survey questions. We will activate prior knowledge by allowing the groups
to answer the survey questions together and define utopia and dystopia
collaboratively before providing them with the definition that will be
displayed on our tri-fold. As an exit ticket, students will receive an index
card. On the card, they will be asked to make two connections between
the novels used in the unit and dystopian societies. This will allow us to
see that they understand how these novels and films incorporate
dystopian elements. We will use their connections as part of the hook
activity described for Day 2. Students will also be need to explain how
todays activities expanded their horizons or broadened their knowledge
in regards to the different aspects of society. Exit tickets will be collected
with students identification cards and t-shirts. We will re-distribute the
identification cards and t-shirts each day to ensure the students have
them. Students will be able to take home the t-shirts and identification
cards after camp.
Students will also be assessed on their ability to design a team symbol
and name. As mentioned in instruction, they must provide a rationale on
how their symbol and team name represents their group and their
mission to stand against the challenges and obstacles that dystopian
societies allow.
Students will turn in their t-shirts and identification cards with their exit
ticket.
DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO
ASSESSMENT AND INSTRUCTIONAL MATERIALS
-White t-shirts
-Identification cards
-Index cards
-Art supplies for designing t-shirts (fabric markers)
-Six trifold boards (Dystopia, Utopia, and one for each novel)
-Chrome Books
-Smart Board
-Copies of each of the following novels: The Hunger Games, Divergent, The Maze Runner, and
The Giver
-White and black poster paper to cover windows and walls

-Survey Monkey survey link: https://www.surveymonkey.com/r/3672T26

--Padlet www.padlet.com

LESSON #2
The Game of Strife
LESSON
OBJECTIVE
POINT TO PONDER
ESSENTIAL
QUESTION
CONTENT
Outline the content
you will teach in this
lesson.
What will students

UNDERSTAND as a
How does this
connect to the
Essential Question?

Students will be able to work collaboratively in teams to complete
problem solving challenges connected to popular dystopian novels.
Horizons focuses on experiences as well as knowledge and
understanding so students can engage in problem solving-scenarios.
Leadership and problem solving are important when facing challenges
and obstacles in order to survive. Survival is human instinct in dystopian
societies and todayssociety?
Why are some ideals (e.g., freedom, responsibility, justice, community,
etc.) lost in dystopian societies and what challenges are faced?
1. Government
a. Bureaucratic control through a tangle of red
tape, relentless regulations, and incompetent
government officials. (Dystopias:
2. Family structure
a. Citizens live in a dehumanized state; families
are selected for them, instead of the natural
process.
3. Technology
i.
computers
ii.
transportation
iii.
c. Society is controlled by computers, robots,
and/or scientific means (Dystopias: Definitions
and Characteristics, 2006)
a. Citizens are forced to work; they have no choice
in their preference of profession.
5. Environment
II. PRE-PLANNING
Students will understand how dystopian societies pose challenges and
obstacles to those who know they are being oppressed. They will make
the connection using examples from the novels. Each novel station will
have two problem solving challenges that relate directly to an aspect in a
dystopian novels society, and students will work in their groups to
overcome those challenges. Students will understand that many
freedoms are lost in dystopian societies and that leaders have to think
critically to overcome obstacles and still survive. Students will

What will students

be able to DO as a
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
INSTRUCTION
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL support
and teaching
understand how ideals such as freedom, responsibility, and community

often lost in dystopian societies, are important when working together
and problem solving.
-Students will be able to collaborate and work in groups to complete
problem solving challenges. The challenges will be related to problems
faced in the dystopian novels used in the unit.
-Students will be able to document their completed challenges using
Goose Chase.
-Students will be able to demonstrate leadership qualities while working
in teams to complete the problem solving challenges.
-Students will be able to use critical thinking skills and creative ideas as
they work to solve the challenges as they broaden their horizons
regarding the function of society
III. PLANNING
TIME: 10 minutes
Students will be provided with their t-shirts and identification cards as
they enter the room. The exit activity from Day 1 will serve as part of our
hook for this lesson. (As an exit ticket, students will receive an index
card. On the card, they will be asked to make two connections between
the novels used in the unit and dystopian societies. This will allow us to
see that they understand how these novels and films incorporate
dystopian elements. We will use their connections as part of the hook
activity described for Day 2.) We will provide each group with an
envelope containing each students novel connections from Day 1. The
students will work in their teams to place the connections in the proper
novel station. We will have the tri-fold boards for each novel set up in the
four corners of the room. These will also serve as the challenge stations
for The Game of Strife. The hook will provide the students the opportunity
to visit each novel station before beginning the game. It will also provide
all students with more background knowledge regarding the novels. The
amount of connections in each envelope will depend on the number of
individual students we have. We will probably choose one of each of the
students connections to use to place in the envelope in order to make
sure we have a variety from all of the novels.
TIME: 45 minutes
There will be four challenge stations. Each station will focus on a novel
and there will be a challenges connected to each novel. Students will
have ten minutes for each challenge, so they will spend ten minutes total
at each station. We have incorporated a one minute transition time
between stations. As the students work in their teams to complete each
challenge, they will document their work using Goose Chase. We will
provide a brief tutorial on how to use Goose Chase to prepare for the
activity. Whether or not students are able to complete the challenge fully,
they will still be required to document their attempt and progress. The
challenges will be in envelopes at each station. We will set a timer for

materials with your

unit.
each station. Students will open the envelope at the start of the timer to
read the challenge and begin working. We want each challenge to be a
surprise for each group so that no one group can be thinking ahead or
have an advantage at a station. If they are able to fit, all supplies needed
for each challenge will be in the group's envelope with the directions. If
items cannot fit into the envelope, we will use bags. There will be four
envelopes at each station labeled with the teams name they created on
Day 1. STUDENTS WILL NOT BE ALLOWED TO USE TECHNOLOGY
TO RESEARCH ANY INFORMATION IN REGARDS TO THE
CHALLENGES AT EACH STATION.
In each envelope, the challenge sheets will provide instructions in the
following format:
-Challenge Novel
-Objective
-Materials (will be listed and provided in the envelope)
-Time: 10 minutes
-Instructions to document challenge using Goose Chase
-Aspects of dystopian society addressed within challenge
The Hunger Games Station
Scenario: Students will have to enter into the infamous arena for their
challenge. In the arena, they will realize that they are to become stranded
on a lifeboat in the middle of a body of water. They have ten minutes to
salvage items from the Cornucopia that will be important to their survival
as a group. The items they have to choose from will be the following: a
mosquito net, a can of petrol, a water container, a shaving mirror,
emergency rations, a sea chart, a floating seat or cushion, a rope, some
chocolate bars, a waterproof sheet, a fishing rod, shark repellent, a
rubbing alcohol, and a VHF radio. (Definitions of possible unknown items
will be provided on the directions sheet for students.) Collaboratively, the
groups will work together to rank the items in order of importance. They
will be asked to provide a brief explanation of what they would use each
item for. At the end of the entire lesson (after all four stations), we will
provide the correct order collated by the experts at the US Coast Guard
for students to compare their answers. Students will take a picture of their
rankings and explanations using iPads or their own devices and upload
using Goose Chase.
Aspect of dystopian society addressed: Survival skills, controlled
environment
The Divergent Station
Scenario: You have just taken the aptitude test to be placed into a faction,
but your results were inconclusive. You are DIVERGENT! The hunt for
divergents around the city is everywhere, and you must escape.
However, the fence is the only obstacle in your way. There is no way to
walk through without being captured, so you must create a way to go
OVER the fence. With your team, using only the supplies in your
envelope, you must build the tallest structure you can in order to get

yourself over the fence. The taller the structure, the better! The sky's the
limit. Oh wait, there is one more challenge. As a divergent, you have no
freedom to express your opinions. Everyone thinks you are a threat, so
you must remain silent. Therefore, you may not communicate verbally
with your team. Students will document their completed challenge using
Goose Chase.
Aspects of dystopian society addressed: Survival skills, loss of freedom,
loss of individuality
The Giver Station:
Scenario: In the novel, children receive an object at the ceremony every
year depending on their age for years 1-12. Imagine if the government
controlled the present you received on your birthday each year, and
everyone the same age as you had to get the same present. As a group,
you must illustrate what YOU believe to be an essential and important
object for years 1-12. There will be an example guide of the objects
received in the novel in the envelope. Groups may not use the same
items. You may only use pencil and no color because in The Giver we
practice sameness and everyone only sees in gray. You may not use any
words with your drawings. Remember, every child receives the SAME
object each year so make sure it is something that would be fit for
everyone. That should be easy, right? As you brainstorm your objects,
remember that as a member of Jonas society you have no feelings or
emotions. Students will decide on the objects as a group and divide up
the drawings among group members. Students will document their
drawings using Goose Chase.
Aspects of dystopian society addressed: Loss of individuality and basic
human feelings; government control
The Maze Runner Station
Scenario: As you are finding your way through a maze, facing obstacles
at every turn, you must stick together with your group! Sometimes certain
people have to step up and lead others. Imagine you are trying to make
your way through the Glades maze. In addition to saving yourself, you
must also save your friends, whom are injured. The maze is a tight
squeeze and you have to stick very close together to avoid touching any
of the walls and causing them to move and open for the Grievers. Two of
your group members need to be blindfolded for this challenge. Students
will use masking tape to create a space for the entire team to stand in.
The objective is to make the smallest space possible that can contain
everyone. If the area is a square or rectangular shape, students will
measure using the rulers or yard stick if needed. If students make a
circular shape, they will need to measure the diameter of the shape. All
group members must be completing inside the created shape and cannot
be standing on our touching the masking tape when inside the shape.
The team is responsible for making sure that their blindfolded teammates
are inside the shape as well. Students can make as many attempts as
necessary within the ten minute time frame. If students make a shape

and find that everyone fits inside easily, they may decide to restructure or
reshape to make it smaller. The group must be able to be inside the
shape for a minimum of ten seconds. Students must document their
completed space with dimensions/diameter using Goose Chase.
Aspects of dystopian society addressed: survival skills, loss of freedom,
confinement, government control
ASSESSMENT
(Performance Task)
What will the
students DO to
demonstrate that
they have mastered
the content? Be
actual assessment
TIME: 15 minutes
Students will be assessed through the hook activity by demonstrating
knowledge on the dystopian characteristics in each novel. Students will
be informally assessed as we observe the students thinking critically and
problem solving at each challenge station.
Students will submit their completed challenges via Goose Chase. After
each team has been through each station, we will review each teams
submissions station by station via the Smart Board. We will discuss how
the groups felt as they were working through the challenges and the
connection to the aspects of a dystopian society. We will focus on the
some of the ideals lost in a dystopian society while discussing the
problem solving strategies that each team used to complete the
challenges. As a final activity, we will open a new Padlet to let individual
students post what they believed to be the easiest and most difficult
challenge and why. Submissions will be displayed on the Smart Board as
students post. Students will turn in their t-shirts and identification cards
before exiting.

-White t-shirts
-Identification cards
-Novel connection index cards with envelopes for hook activity
-Envelope with challenge directions at each station (There will be an envelope for each team at
each station, total of 16)
-Challenge instruction sheets for each folder, four per station
-Blank, white computer paper
-Smart Board
-Pencils
-Blindfolds
-Masking tape
-Rulers, yard stick
-Six trifold boards (Dystopia, Utopia, and one for each novel)
-iPads
-Student devices (cell phones, tablets, etc. Each group will need one device to upload
challenges to Goose Chase)
-Smart Board
-Copies of each of the following novels: The Hunger Games, Divergent, The Maze Runner, and

The Giver
-White and black poster paper to cover windows and walls
-Goose Chase Scavenger Hunt app www.goosechase.com
-Padlet www.padlet.com
-Paper Tower from 104 Activities that Build Self-Esteem, Teamwork, Communication, Anger
Management, Self-Discovery and Coping Skills by Alanna Jones, 1998. (The Divergent activity)
-Object chart for The Giver https://picturebookreport.files.wordpress.com/2010/09/giver6.jpg
(The Giver activity)
-Pile On from Team-Building Activities for Every Group by Alanna Jones, 1999. (The Maze
Runner activity)
-https://www.mindtools.com/pages/article/team-building-problem-solving.htm (The Hunger
Games activity with correct order of items listed)
-Challenge instruction sheets for each novel included below
LESSON #3
Wait, This is Real Life? Making the Connection
Students will be able to make a real-world connection by interacting with
the guest speaker who has spent time in a country previously controlled
by the government by communism.
LESSON
OBJECTIVE
Students will identify with people who live differently than they do and
will understand different cultures.
Students will demonstrate knowledge of the final product,
Storyboardthat.com, engaging in the project requirements and starting to
create their own storyboard.
How certain aspects of dystopian societies relate to countries around the
world
POINT TO PONDER
What are the messages that authors of dystopian novels are trying to
convey to young readers about real world issues?
Instead of dystopian societies, how can a utopian society be achieved?
ESSENTIAL
QUESTION
CONTENT
Outline the content
you will teach in thisa.
lesson.
Do aspects of dystopian societies exist in our world today or have they

existed in the past?
I. Real World Connections
A. Communism and Socialism
What is communism?
Communism is a form of government where all property is publicly
owned and each person works and is paid according to their abilities and
needs
Ukraine

1.
2.
3.
a.
1.
2.
3.
4.
5.
b.
1.
What will students

UNDERSTAND as a
How does this
connect to the
Essential Question?
What will students
be able to DO as a
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
Former communist country

Started in 1918, abolished in 2004
Guest speaker
Tommy Boyd, Peace Corps- Youth Development in Ukraine
Current communist countries
North Korea
Cuba
China
Laos
Vietnam
What is Socialism?
Form of government that pushes for the means of production,
distribution, and exchange to be owned or regulated by all peoples as a
whole.
Current socialist countries
Same as communist countries due to operating under similar societal
traits
II. PRE-PLANNING
Students will understand how different communist and socialist countries
operate in comparison to our capitalism here in the United States.
Students can identify the struggles of citizens from communist and
socialist countries with the struggles of characters from popular
dystopian novels. Students will be made aware of how detrimental
increased government control can be on a society and cause its citizens
to feel oppression and discontent.
Students will be able to ask questions and converse with the guest
speaker, who has spent time in Ukraine; which was once controlled
under communist rulers.
Students will be able to start on their utopian societies within their
groups using Storyboardthat.com
III. PLANNING
TIME: 10 minutes
In order to make connections with Ukraine, and to teach students how
very different their culture and way of life is to America, students will play
a game called: Ivanka
This game is played outdoors on some opening - in the yard or in the
meadow. "Ivanka" is actually a little rag-doll. It could also be any other toy
- a ball, a cube, anything. The number of participants could be up to 20
people. A circle is drawn on the land around "Ivanka" sized 5-6 yards.
This circle is called "forest". In the center of "forest" the square is drawn

some 2 feet by 2 feet. It is a "house of the forest man". "Ivanka" is placed

in the house and a person is chosen to play a "forest man". The rest of
the players are called "swans". The "swans" are flying into the "forest" to
save "Ivanka" from the "forest man". The "forest man" can catch "swans"
with his hand or touch swans with his magic branch. Catched "swans" are
leaving the game. The "swan" who carries out "Ivanka" becomes in his
turn a "forest man". The "forest man" cannot leave forest. The "swan"
cannot transfer "Ivanka" to others. The game is over when all the "swans"
are out of the game.
(Description used from:
http://www.belarusguide.com/culture1/holidays/games.html)
We will alter this slightly to play indoors in order to save time. The room
will be cleared of desks, and students will have plenty of room to try out
the game.
This game also correlates with challenges that arise in dystopian novels;
The Hunger Games particularly sticks out with the idea of saving
someone else.
INSTRUCTION
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL support
and teaching
materials with your
unit.
TIME: 30 minutes
During the instructional time we will have guest speaker, Tommy Boyd
Skype in from Boone, NC. Tommy spent three years working with youth
development programs through the Peace Corps in Ukraine. Tommy
immersed himself within the culture, learning the language, and helping
implement programs for their youth in order to strengthen their academics
and leadership opportunities. Tommy is very familiar with how Ukraine
has risen from its communist standings and ties with the Soviet Union in
order to provide a better way of life for their citizens. We, as the teachers,
will have questions already written out and take turns asking Tommy
about Ukraine and their struggles while under communist control. Before
we begin, we will ask our students to type any questions they have on
their chrome books into padlet.com, so that we can view them and
approve them for later. Also, this will help them not to forget!
Questions:
What is communism?
How did the Ukrainian government rule under the communist ideology?
How is that different from Americas capitalism and democracy?
How are dystopian societies similar to communist countries?
What measures have Ukraine taken in order to have a better government
and economy?
How is Ukraine different from America today?
What is a typical day like in school over there?
How are the households structured? Do both parents typically work?
What do kids do for fun?
Is Ukraine a better country today than it was when the Soviet Union had
control through communism?
What was your favorite thing about living in the Ukraine?
What advice do you have for our students after living in a country that
doesnt have as many opportunities as our students do here in America?

After Tommy responds to the questions we have for him, (and we may not
get to all of them, depending on deep he delves into his answers.) we will
open the floor for any of our students to ask questions.
Once our Skype session is over with Mr. Boyd, we will discuss any major
points made and tie them back in with dystopian societies. We will check
for understanding with the students and wrap up the discussion on
communism around the world today by conversing about what lies
beyond the horizon for these communist societies and whether or not
their way of life is humanly fair or sustainable. We will ask the students,
Will there be a rebellion? And also comment on the crisis in Syria to see
if any students are keeping up with current events. It is also important to
explain that what is happening in Syria is a result of a dictatorship, not
communism. The current president of Syria succeeded his father and
won the presidency after no other candidates were allowed to run against
him. Dictators are relatable to several antagonists in dystopian novels.
TIME: 30 minutes
In the remaining time, we will shift gears and discuss the final product.
Students will work within their groups to come up with comic strips on
StoryboardThat.com.
Students will watch this short video, introducing how to use the program.
https://www.youtube.com/watch?v=zsDryTkqdrY
We will take the students through, step by step:
How to create an account
Starting their storyboard
Storyboard layouts
Adding backgrounds
Adding characters
Adjusting character postions
Adding text bubbles
Adding props
Saving
Converting to pdf
After explaining our activity, students will be given a rubric outlining the
expectations and requirements. We will go over the rubric quickly and
then guide students into creating their storyboardthat.com accounts. We
will give a short tutorial of the program and explain its basic functions.
Any remaining time will be allotted for them to start working.
ASSESSMENT
(Performance Task)
What will the
The rubric will be available on our AIG camp website if any students want
to work on it at home. We will collect the rubrics from each student before
they leave and hold onto them for safe-keeping until the next day.
TIME: Absorbed throughout entire lesson
Part of our assessment of this lesson will be based off the questions the

students DO to
demonstrate that
they have mastered
the content? Be
actual assessment
students post to padlet.com. We will encourage each student to try to

come up with one question or curiosity that they have for Mr. Boyd.
Students will have to post their full name along with their question and we
will set the Padlet to private, so that all posts must be approved before
they show up on everyones screen. While one of us is asking Tommy
questions, the other will be screening questions and approving them on
padlet.com. We will also have an informal assessment of what the
students have learned and gathered from our Skype session after it is
over.
The other part of the lesson will be dedicated to the introduction of their
final product, the comic strip storyboard. These will be due the following
day. (See the INSTRUCTION part of the lesson for more detail.)

-Tape for circle on floor
-Doll (Ivanka)
-Chrome books
-PC or MacBook for Skype
-Smart Board or Projector
-Final Product Rubric: CLICK HERE
-StoryboardThat.com
-Padlet.com
-Guest Speaker: Tommy Boyd
-Example of utopian society on StoryBoardthat.com (This will be made before the final unit is
due at the end of April)
LESSON #4
LESSON
OBJECTIVE
POINT TO PONDER

Students will complete their final product, using storyboardthat.com,
creating a perfect utopian society by collaborating with their group
members.
What has to take place in order for a utopia to be established?
How a utopia functions successfully.
What is appealing about a perfect world?
ESSENTIAL
QUESTION
CONTENT
C. Utopias
Outline the content 1. A place, state, or condition that is ideally perfect in respect of politics,
you will teach in this laws, customs, and conditions (Utopias and Dystopias: Definition and
lesson.
a. Information, independent thought, and freedom are promoted.
b. A figurehead or concept brings the citizens of the society together, but

c.
d.
e.
f.
g.
h.
What will students

UNDERSTAND as a
How does this
connect to the
Essential Question?
What will students
be able to DO as a
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
not treated as singular.

Citizens are truly free to think independently.
Citizens have no fear of the outside world.
Citizens live in a harmonious state.
The natural world is embraced and revered.
Citizens embrace social and moral ideals. Individuality and innovation
are welcomed.
The society evolves with change to make a perfect utopian world.
a. Economic Ideas
i. Citizens only work at what they enjoy and love; there is no
need for money.
b. Libertarian government; communal and socially accepting
c. Technology is only used to enhance the human living
experience; convenient
d. Humans live in sync with nature; reverse the effects of
industrialism
e. Families are created naturally; the way God or other
religious
ideas were intended. (Utopias and Dystopias: Definition and
II. PRE-PLANNING
Students will understand that although perfection is sought after, its not
realistic. Students will learn that one persons idea of perfection does not
always match the next person. We want them to know that everything
worth having must be earned and appreciated. If everything was handed
to them and easy, it would be boring and nobody would grow or evolve.
After this lesson, students will be able to understand how dystopian
societies started out as utopian societies in the eyes of the government
leaders.
Students will be able to navigate and use storyboardthat.com to create a
comic strip that illustrates their groups idea of a perfect utopian society.
They will use their creativity and language arts skills to piece together a
story outlining a perfect world.
III. PLANNING
TIME: 10 minutes
Students will be given a list of 10 topics on a handout.
Topics:
Government
Education
Family Structure
Technology

Transportation
Recreation
Careers
Money
Culture
Environment
They will have exactly two minutes to rate each topic from 1-10 with 1
being the most important aspect of a society and 10 being the least
important. Once the two minutes are up, students will put down their
pencils and then will have the opportunity to share their opinions and
discuss why they chose to rate each topic as they did. This will lead into
our completion of the utopian societies.
INSTRUCTION
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL support
and teaching
materials with your
unit.
TIME: 10 minutes
What makes a utopian society? We will introduce the topic of utopias with
this video clip from youtube:
https://www.youtube.com/watch?v=E2360dXXJXs
After the clip, we will use portions of the following prezi to highlight and go
over the main ideas of utopias.
https://prezi.com/hxi9gcclm1uy/utopia-vs-dystopia/
We will address the following:
What is a utopia?
Why is it desirable?
What aspects of life create a perfect world?
How will a utopia society function on a daily basis?
What lies beyond the horizon for utopian societies?
*In other words, is this lifestyle sustainable?
Since we introduced the final product the day before, while explaining
storyboardthat.com, we will pass out the rubrics, reiterate directions, and
answer any questions. Then we will pass out chrome books and rotate
through the groups helping them if they have storyboardthat.com
questions and also asking questions ourselves about their utopias.
These will exemplify a utopian society. Students will each take on a
different aspect of a society:
-Government
-Family Structures
-Technology
-Careers/Education
-Environment
Each of their comic strips will fit together like a puzzle, explaining, through
scenarios, how those aspects would work in a utopian society where
everything is perfect and everyone is content.
We will thoroughly go over the rubric, showing our example of The
Givers failed utopian society on the storyboardthat example.

ASSESSMENT
(Performance Task)
What will the
students DO to
demonstrate that
they have mastered
the content? Be
actual assessment
TIME: 50 minutes
Students will have 50 minutes to complete their utopias. They will each
be working on a section within their group. When the storyboard is
complete, we will publish and save each PDF file and the students will
email them to themselves. We will also upload copies of each groups
utopia on our AIG website. If a student finishes early, and is not able to
help a group member, large chart paper will be provided for the student to
start mapping out what their utopian society would look like. They will
need to label: housing, schools, businesses, government buildings,
recreation areas, farms, bodies of water, and routes for transportation. If
all groups finish with time to spare, we will showcase them on the Smart
Board for sharing!

-Aspects of Society rating sheet included below
-Chrome books
-PC or MacBook for Skype
-Smart Board or Projector
-Final Product Rubric included below
-StoryboardThat.com
-Example of utopian society on StoryBoardthat.com
Name: _______________ Group Name:_________________ AIG CAMP SESSION #:____________

A utopia is defined as the perfect place to live in peace and harmony.
Everything is perfect and the citizens are happy.
Create a world that provides the necessities of life to the citizens within it: shelter, food, and safety.
You have the freedom to design perfection.
Each utopia must include examples of how each of the following would work and/or play out:
Government: Every society needs laws or else it would be utter chaos and confusion.
-Who makes the laws?
-How are they enforced?
-What type of government is it? (democracy, monarchy, dictatorship?)
-What are the consequences for breaking a law?
-Is there a system of money?
Education/ Careers: School is a way of preparing citizens for success in future careers.
- What will school be like in your society?
- Name at least FIVE important jobs society?

- How are people chosen and trained for these jobs?
Technology: How does society view technology?
-Are they technologically advanced? [OR] Do the citizens live within simpler means?
-What is the transportation like in this society?
-How do they get around?
Family Structures: Who raises the new citizens of your society and how do they dwell?
- Are families controlled by the father, mother, both, or neither?
- How many kids are in each family? Is it regulated?
- Do families live in separate houses, apartments, pods, etc.?
- How do they work together to maintain the home?
- Are all homes the same or different?
Environment: Think about your utopias setting.
-What is the climate like?
-Are you in the rainforest? Artic? Desert? Near the ocean?
-Are there animals amongst your society? Are they wild or pets?
Once youve completed comic strips for each aspect of your utopia you will have five separate rows. Each
row needs at least three slides.
Make sure to include:
-Characters: name each person you include in your utopia
-Dialogue: every slide of your storyboard needs to contain a thought bubble or dialogue
-BE CREATIVE!: This is your world; do what you think will work best!
*Also: Keep in mind that you are working with several other people and your utopia must fit together; like
a puzzle!
Name: __________________ Group Name:______________ AIG CAMP SESSION #:______

Aspects of Society
Directions: Look closely at the list of topics below. Each topic is a different aspect of a society.
You will have two minutes to number each topic by its importance to you. Use the 1-10 scale
with 1 being the most important aspect of a society, and 10 being the least important.
(Hint-mark off each number above once youve used it!)
______ Government
______ Education
10

______ Family Structure

______ Technology
______ Transportation
______ Recreation
______ Careers
______ Money
______ Culture/Beliefs/ Values
______ Environment
Challenge Station 1
1.Challenge Novel: The Hunger Games by Suzanne Collins
2.Scenario: Imagine you are entering into the infamous arena. In the arena, you realize that you
are going to become stranded on a lifeboat in the middle of a body of water. You have ten
minutes to salvage items from the Cornucopia that will be important to your survival as a group.
The items you have to choose from are the following:
a mosquito net
a can of petrol
a water container
a shaving mirror
emergency rations
a sea chart
a floating seat or cushion
a rope
some chocolate bars
a waterproof sheet
a fishing rod
shark repellent

rubbing alcohol
a VHF radio.
3. Objective: Collaboratively, you will work together to rank the items in order of importance in
order to survive. Provide a brief explanation of what you would use each item for. Students will
take a picture of their rankings and explanations using iPads or their own devices and upload
using Goose Chase.
4. Materials: Paper and pencil
5. Time: 10 minutes
6. Use your device to take a digital photo of your list and explanations to upload via Goose
Chase.
Challenge Station 2
1.Challenge Novel: Divergent by Veronica Roth
2.Scenario: Imagine you have just taken the aptitude test to be placed into a faction, but your
results were inconclusive. You are DIVERGENT! The hunt for divergents around the city is
everywhere, and you must escape. However, the fence is the only obstacle in your way. There is
no way to walk through without being captured, so you must create a way to go OVER the
fence.
3. Objective: With your team, using only the supplies in your envelope, you must build the tallest
structure you can in order to get yourself over the fence. The taller the structure, the better! The
sky's the limit. Oh wait, there is one more challenge. As a divergent, you have no freedom to
express your opinions. Everyone thinks you are a threat, so you must remain silent. Therefore,
you may not communicate verbally with your team.
4. Materials: 15 sheets of blank paper; ruler and yard stick only used to measure
5. Time: 10 minutes

6. Use your device to take a digital photo of your structure to upload via Goose Chase. Your
upload should document the height of your structure.
Challenge Station 3
1.Challenge Novel: The Giver by Lois Lowry
2.Scenario: Imagine you live in Jonas community where children receive an object at the
ceremony every year depending on their age for years 1-12. Imagine if the government
controlled the present you received on your birthday each year, and everyone the same age as
you had to get the same present.
3. Objective: As a group, you must illustrate what YOU believe to be an essential and important
object for years 1-12. There will be an example guide of the objects received in the novel
displayed on the tri-fold board. Groups may not use the same items. You may only use pencil
and no color because in The Giver we practice sameness and everyone only sees in gray. You
may not use any words with your drawings. Remember, every child receives the SAME object
each year so make sure it is something that would be fit for everyone. That should be easy,
right? As you brainstorm your objects, remember that as a member of Jonas society you have
no feelings or emotions. Decide on the objects as a group and divide up the drawings among
group members to ensure you are able to finish in time.
4. Materials: Blank paper; pencils
5. Time: 10 minutes

6. Use your device to take a digital photo of your drawings to upload via Goose Chase.
Challenge Station 4
1.Challenge Novel: The Maze Runner by James Dashner
2.Scenario: Imagine you and your team are trying to make your way through the Glades maze,
facing obstacles at every turn. You must stick together with your group, and sometimes certain
people have to step up and lead. In addition to saving yourself, you must also save your friends,
whom are injured. The maze is a tight squeeze and you have to stick very close together to
avoid touching any of the walls and causing them to move and open for the Grievers
3. Objective: Two of your group members need to be blindfolded for this challenge. Use
masking tape to create a space on the floor for the entire team to stand in. The objective is to
make the smallest space possible that can contain everyone. If the area is a square or
rectangular shape, you will measure using the rulers or yard stick if needed. If you make a
circular shape, you will need to measure the diameter of the shape. All group members must be
completely inside the created shape and cannot be standing on our touching the masking tape
when inside the shape. The team is responsible for making sure that their blindfolded
teammates are inside the shape as well. You can make as many attempts as necessary within
the ten minute time frame. If you make a shape and find that everyone fits inside easily, you
may decide to restructure or reshape to make it smaller. The group must be able to be inside
the shape for a minimum of ten seconds.

4. Materials: Masking time; ruler/yardstick

5. Time: 10 minutes
6. When you are ready and your entire team is in the space. Let one of the teachers know so
they can time you and take a photo of your team in the space. You will also need to upload a
photo of just your space with the measurements.

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Defiance and Disorder: Surviving in a Dystopian Society (MIDG)

Which aspects of society are impacted most in the creation of a dystopia?

Jordan Potter and Samantha Melton

Defiance and Disorder: Surviving in a Dystopian Society

CONTENT RESEARCH PAPER

Defiance and Disorder: Surviving in a Dystopian Society

rebellious attitudes of the characters.

Defiance and Disorder: Surviving in a Dystopian Society

Defiance and Disorder: Surviving in a Dystopian Society

An analysis of dystopian societies. (2014). University Wire. Retrieved February 1, 2016,

Defiance and Disorder: Surviving in a Dystopian Society

CONNECTION TO THE THEME

Defiance and Disorder: Surviving in a Dystopian Society

Defiance and Disorder: Surviving in a Dystopian Society

Defiance and Disorder: Surviving in a Dystopian Society

Defiance and Disorder: Surviving in a Dystopian Society

Defiance and Disorder: Surviving in a Dystopian Society

Defiance and Disorder: Surviving in a Dystopian Society

Defiance and Disorder: Surviving in a Dystopian Society

Defiance and Disorder: Surviving in a Dystopian Society

Defiance and Disorder: Surviving in a Dystopian Society

Defiance and Disorder: Surviving in a Dystopian Society

Defiance and Disorder: Surviving in a Dystopian Society

I. DEFINE OBJECTIVES AND CONTENT

Which aspects of society are impacted most in the creation of a

Defiance and Disorder: Surviving in a Dystopian Society

What will students

Defiance and Disorder: Surviving in a Dystopian Society

Defiance and Disorder: Surviving in a Dystopian Society

Defiance and Disorder: Surviving in a Dystopian Society

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

Defiance and Disorder: Surviving in a Dystopian Society

-Survey Monkey survey link: https://www.surveymonkey.com/r/3672T26

Defiance and Disorder: Surviving in a Dystopian Society

What will students

I. DEFINE OBJECTIVES AND CONTENT

Defiance and Disorder: Surviving in a Dystopian Society

What will students

understand how ideals such as freedom, responsibility, and community

Defiance and Disorder: Surviving in a Dystopian Society

materials with your

Defiance and Disorder: Surviving in a Dystopian Society

Defiance and Disorder: Surviving in a Dystopian Society

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

Defiance and Disorder: Surviving in a Dystopian Society

Do aspects of dystopian societies exist in our world today or have they

Defiance and Disorder: Surviving in a Dystopian Society

What will students

Former communist country

Defiance and Disorder: Surviving in a Dystopian Society

some 2 feet by 2 feet. It is a "house of the forest man". "Ivanka" is placed

Defiance and Disorder: Surviving in a Dystopian Society

Defiance and Disorder: Surviving in a Dystopian Society

students post to padlet.com. We will encourage each student to try to

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

I. DEFINE OBJECTIVES AND CONTENT

Defiance and Disorder: Surviving in a Dystopian Society

What will students

not treated as singular.

Defiance and Disorder: Surviving in a Dystopian Society

Defiance and Disorder: Surviving in a Dystopian Society

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

Name: _______________ Group Name:_________________ AIG CAMP SESSION #:____________

Name: _______ Group Name:_ AIG CAMP SESSION #:____

Name: __________ Group Name: AIG CAMP SESSION #: