1. “Whocontrols the past controls the future and who controls the presentcontrols the past”.
“WARIS PEACE FREEDOM IS SLAVERY IGNORANCEIS STRENGTH”
In 1924 George Orwell composedandpublishedapiece of literature called1984. It’sa story abouta
dystopiansocietybeheldbya totalitariangovernmentfueledbygreedandpowerwhichfunctionsto
control informationandthe citizensof itsocietybyfascistdictatorships,technological manipulationsof
surveillance andpropagandathroughmedia.The antiauthoritarianelementsof the novel andthe topics
withinitare verymuch relevanttothe manycontroversiesof today’ssocial andcivicdebates,therefor
makingitrelevantfora social studiesunitlessonplan.Itwill mostdefinablymotivateadolescentsto
readand engage withthe textbecause itappealstomanymoderncontroversiessurroundingthe livesof
today’sadolescentreaders,suchasinternetcensorship,governmental spyingoncitizens,corporate
control of media,cyberprivacy,constantsurveillancesanddigital trackingdevices,the Patriotact,the
national defense authorizationact,andmany otherpertinentaspectsof today’ssocial environment.
Utilizingamixedmethodologyof cooperativelearningandjigsaw parametersbasedonaninstructional
designmodel thatsymbioticallyimplementsconstructivistandcognitivebehavioral elementsstudents
will interactprosocial todeviseunderstandingwithinnarrativesasitappliestothe currentsociocultural
and political landscape.
The powers of our government,the manyleaders of the nation andthe statestherein,andoursocalled
democratically electedrepresentatives, mostof which have slowly becomecontrolledandmanipulated
and placedinpositionsof power byasmall orderof wealthyindividualsandwhose agendastrives for
global dominance needssoon tobe stoppedorwill accomplishtheirnew worldorderobjectives..This
has become anapparentthreatto our sovereigncitizenscivil liberties andtheirconstitutional rights,
that whichour nationsforefathersgainedby directmeansof revolution andcivil wars,whereinmany
foughtand killedanddied, makingsacrifices inordertogaintheirrightsand independence fromthe
tyrannyof thesesmonarch dictatorships.Thisexemplifies inasimilarfashion tothe currentcorporate
dictatorshipwhich hasbeen extensively gainingpoweroverourgovernmentpolicies,aswell asthe
nationsof the worldsince the terror attacks on the worldtrade center.Wall Streetbankstersand
corporate takeoversof Americahave now crashedoureconomicmarketsandcreatedby design anew
fearin our national ideological system of fearwhichhasresultedinthe lossof manyof our
constitutional rightsandcivil freedoms.Asaresultof our currentcorporate fascistdictatorship,our
libertiesandcivil rights are beingslowly erasedfromourconstitution, andhasbeen recently being
rewrittentoserve the global agendasof asecret worldorder. Thistakeoverisa directbyproductof our
overwhelminglarge apatheticpopulation,whohave beenbeingmanipulatedandcontrolled fordecades
by a boughtand soldforpuppet governmentwhomanufacturespublicconsent bysystematic
indoctrinationsandsocial eugenicengineering tactics.
The epidemiologyof thisconsistentideological governing,and the blatantunquestioningherdsof sheep
like mentalities thathave beenfashioned asan effectof suchmanipulated intentshave beenshepherd
by thissuppuration,andnowasa consequence the secretinfluencesof the corporate aristocracy have
gainedcontrol of our democracyand liberties. Thishasafforded the secreteliteleverage withintheir
unjustpractices,non-governmentallyregulatedprivate actsof national treason,suchas,the
resurrectingof global privatelymanipulatedmonetary systems, andthiseconomichegemony, which
have unchecked norbalancedpowersinthe country,andnow have begunto shape the current
2. educational system,includingparochialchurchschools andmanyotherswitha modernuse of
ideological managementandcultural imperialism.
A multitude of educational theorieshave beenmanifestedtocombatthisissue,butthe problems
continual topersistandthushighlightthe significantneedforcritical literacyskills.Central toall of the
problemsassociatedwithcombatingthismanipulationof ourcurrentcurriculumare the specific
elementsof influence,bothpoliticallygeneratedandsocioeconomicallystabilizedfromastate and
federal perspectivethat holdsoursocietyfromsuccessfullylearningona cognitive comprehensionlevel
of itsfullestpotentialities.Educatorswillneedtoinvestcritical thinkingskillsandcritical literacytactics
intheirstudentsasa meansof dealingwiththe global changesandcrisis’sof thispresentinfiltration
withintheirpublicschool curriculumobjectives. Ouronce greatdemocracyhasbeentakenoverbya
Corporate Kleptocraticfascistdictatorshipwhoimplementedcore contentstandardsandtiltingpolices
withan intentdesignedforfailureinourschool systemandwhichpresentstheirpropagandaof control
bothin the mediaandpubliceducational text.
We needtocomprehend,analyzeandthensynthesisall informationpresented insuchaforementioned
text, as well we mustcreate furtherideaswithin itscontextandallow studentsareconceptualismof the
underlyingmeaninganditsultimate utility.Thismightbe accomplishedbyutilizing postmodernformsof
reasoningandcritical analysesall of which mustbe free of biasor ethnocentric andnational patriotic
affiliations andholdtrue to no known arbitrary systemsof symbolism. Critical literacydevelopedpost
Frenchenlightenment(17th-18) centuryandwas influencedbythe worksof manygreatthinkerssuchas
Karl Marx and FredricEngels(1848) and more recentlychampionedbyPabloFreire (1972) and John
TaylorGatto (1992) as an essentialaspectneededbystudentstonavigate the complexitiesof our
modernworld.Critical literacycanmodestlybe defiedasthe abilitytoactivelyandanalytical
comprehendtextin multiple mannersof interpretationsthatpromotesdeepercognitive understanding
of sociallyconstructedconceptsandclaimswithinacontextof time;suchas hegemonicNapoleonic
power,intentlydesignedsystemsof Prussian socialandeconomicclassinequality,andideological
manufacturing’sof consent.Critical literacythusemboldensstudentstocomprehendandquestionthe
variousattitudes,oppositionsof values,andthe myriadformsof voicesbothheardandunheardwithi n
the writtenandspokenwordsof the world.
We will utilize and incorporate
• Marxist literary deconstructionism,reductionismandconstructivism
• Anthropo-cognitive semioticanalysis
• Re-constructionistofthought conveyedwithin empirical expository
• Critical postmoderncognitive comprehensions andnovel pedagogy
• Abilitytoformulate higherorderquestionsandanswersasitrelatestoour worldasa meansto
manifestadeepercognitiveunderstandinginregardstothe significance of environmental contextand
howit can influence publicactionandbeliefs isof need.We will becomecritical thinkersand
deconstructthe claimsmade withinaspecificcontextlookingforverificationof the content.We tendto
engage all social mediasitesandrealms of ourcurrentsocieties to, “Formulate appropriate research
questions.Conductresearchbygathering,organizing,andevaluatingthe credibilityandbiasof
informationfromavarietyof online,print,andnon-printsourcesandwill thus use creditablypowerful
3. and empirical researchsourcestodefendourpostmodernrationalityof claims. We will strive to
understandthe underlyingstrengthof usingthesesourcesfromvarioustime framesandfromdifferent
pointsof viewsasa meansof deliveringastrong groundedpolitical debatebothopenlywithinall public
sectorsof the worldas well asmasssocial mediasites.Anonymouslyaswell asopenlywe will,“Develop
claimsand counterclaimsfairly,supplyingdataandevidence foreachwhilepointingoutthe strengths
and limitationsof bothclaimsandcounterclaimsinadiscipline-appropriateformandina mannerthat
anticipatesthe audience’sknowledgelevel andconcerns”,we willthenfightwithindirectanddirect
actionsto achieve equalityandunderstandinginthisbrave new world.
We live inaglobal societywhere everyoneisonequal levelplayingfieldssharinginformationand
solutionstoproduce certainoutcomesforproductive ends.Gatto,(1992) states,“The primarygoal of
real educationisnotto deliverfactsbutto guide studentstothe truthsthat will allow themtotake
responsibilityfortheirlives”,(pg.104).Manyyouthfeel alienatedfromschool andfindlittle
identificationandmeaninginthe educationalprocess,thusas teachersthere are manythingswe will
needtoincorporate inour classrooms to reduce these negative outcomesandtodeal withthe
ubiquitousassimilationsof the hegemonicnature of discourse ineducation..Ithinkafullyimmersed
inductionprocessthatiscomprehended asa holisticfunctionneedstobe incorporatedinmodern
school course workas a meansof fullyengagingourstudentswithcritical literacyabilitiesandasa
meansof eliminatingsocial alienation. We mustintergrade andprovide apedagogythatis culturally
and sociallyrelevantandresponsive,ethnical pluralisticandsymbolicallyrelatable toourstudents.We
mustprovide lessonplansthatare multicultural richandactivitiesthatallow forstudentinputand
innovation.Anallowance of studentopinionandinputbasedoncritical literacyanalysisaffordsthema
voice forchange and alsoallowsforinteractionsbetweenpeersandteachersasa holisticcommunityof
learners. Bysymbioticallyfusingexpositional,narrative andyoungadultliterature basedonrelevancyof
studentsinterestandage appropriate readability we canfinda balance foreducatingourstudentsboth
incore contentand cognitive academiclinguisticproficienciesforhigherorderthinking.Aseducatorswe
mustembrace a modernnovel technological anddiversifieddemographicof studentsandincorporate
curriculumstowhichtheyrelate andcan engage with.
We needexperimental pedagogiesintandemwiththe incorporationof critical literarystrategies,
curriculummodificationtacticsandinventive instructional mechanicstoengage ourstudents,meetcore
contentstandardsand to increase studentspecificliterarycapabilities.“SomethingIwantedto
intercede withinmylessonswascritical literacy,whichisacomplex componenttounderstandingthe
vast wordsof the worldandneedtobe taughtto studentssothat theycan thinkcriticallyaboutthe
waysthe worldworksand acquire a deepercognitiveunderstandingof othersandthemselvesthrough
reading. Teachersshouldembrace adispositionthatallowsforstudentstobecome independent
thinkerswhoare able to deductivelyrationalize andmake independentdecisionsandinterpretations
basedon empirical substanceandnoton preexistingcognitivetemplatesof ideologicalemotionor
presupposedethnocentricaffiliations”,(Guastella).Basedonthe above mentionedpremisesI
incorporatedavarietyof instructional strategiestoinvoke thisobjective whichconsistedof,butwasnot
entirelylimitedto;directinstruction,cooperative learning,discoverylearning,jigsaw,andhigherlevel
questioning.
The intellectual,social,and/orphysical developmentof mystudentswouldbe basedonarubric of linier
analysisandcontingentuponthe datagatheredfrombothinformal assessmentsduringactivitiesanda
summative assessmentbroughtforthbythe empirical findingsfromanassortmentof testing,quizzes,
4. questionanswerresponsesandpaperassignments.Thiswouldallowme achance to observe and
analyze studentmasteryof standardsandliteracyabilities,thusIwouldmodify,scaffoldandor
differentiatemylessonstrategiesgoingforwardtomeetstudentspecificneedsandimplementproper
formationsnecessarytoaffordmystudentsthe chance tomeetrequirementsandexceedbeyondmere
standards.Adolescentliterature basedpedagogycanbe utilizedwithinsecondarycore contentclasses
to affordstudentsachance to obtainthe literaryskillsneededtoadvance throughpubliceducationand
to navigate the complex social watersof college andreal worldendeavors.Asteacherswe needto
model animprecationforlearningboththroughdispositional demeanor,languageandpedagogical
implementations.Bysymbioticallyfusingexpositional,narrative andyoungadultliterature we canfind
the balance for educatingourstudentsbothincore contentand cognitive academiclinguistic
proficienciesforhigherorderthinking.Opencommunicativeinterrogationsanddeconstructionof
textual evidence bymeansof dialoguebetweenstudentsandteacherscanlead to critical analytical
interpretations.
Outline,comprehend,write andevaluatethe argumentandthe specificspectrumof claimswithina
textual context,includingthe rationalityof the reasoningaswell asthe logical relevance andsufficiency
of the evidence providedbythe authors.“Analyze how twoormore textsaddresssimilarthemesor
topicsinorder to buildknowledgeortocompare the approachesthe specificchosenauthorstake”,
EnglishLanguage Arts RI.9.8-10.1 NCTE/IRA NATIONALSTANDARDSFORTHE ENGLISH LANGUAGE ARTS.
“Students reada wide range of printand non-printtextstobuildanunderstandingof texts,of
themselves,andof the culturesof the UnitedStatesandthe world;to acquire new information;to
respondtothe needsanddemandsof societyandthe workplace;andforpersonal fulfillment.Among
these textsare fictionandnonfiction,classicandcontemporaryworks”,(CCSS).Integrate information
presentedindifferentmediaorformats(e.g.,visually,quantitatively) aswell asinwordsto developa
coherentunderstandingof atopicor issue.NV.CC.W.6.Supportclaim(s) withclearreasonsandrelevant
evidence,usingcredible sourcesanddemonstratinganunderstandingof the topicor text. W.6.1(c) Use
words,phrases,andclausestoclarifythe relationshipsamongclaim(s) andreasons.
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