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I know who you are -pbl presentation


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I know who you are -pbl presentation

  1. 1. I Know Who You Are:Analysis of a Dystopian Society<br />By Chantel Kapustik<br />
  2. 2. Genesis of the Project<br />Totalitarian and/or dystopian governments may start with good intentions and uplifting slogans but later corrupt these, injecting inspiring or even innocuous words with horrific connotations.<br />Jack Pidgeon’s commencement speech for the Class of 1982, titled, “But, Of Course, I Know Who You Are,” promotes self-discovery while emphasizing his connection with a particular group of boys.<br />In using this phrase, I want the boys to tap into a unique part of the Kiski vernacular and imagine the ways in which they could subvert its original intention.<br />
  3. 3. Essential Questions<br />What is the definition of a dystopian society?<br />What are the purposes and/or consequences of creating and/or maintaining a dystopian society?<br />How do real-world concerns translate into literary forms?<br />How can language be manipulated for advancement or subjugation?<br />
  4. 4. Timeline<br />Semester-long project <br />Interspersed between dystopian short stories, novels, and movies <br />Intermediate deliverables due weekly<br />
  5. 5. What do I want my students to learn?<br />Elements of dystopian literature<br />Societal structures of various dystopias<br />Societal ramification of dystopian governments<br />Effects of government on individual freedom<br />Manipulation of language through propaganda<br />Political/governmental motivation (real-world and fictional)<br />Hyperbolic projections of real-world concerns<br />
  6. 6. What will the students produce?<br />A Wikipedia-style entry or “mockumentary” detailing various aspects of their original dystopia, including the topics listed below.<br />A propaganda campaign with posters and video demonstrating and resisting the political slogan “I Know Who You Are” (propaganda for government and resistance factions)<br />
  7. 7. Wikipedia Entry Required Categories <br />Name of society/government/country<br />Geographical location<br />Governmental/Political structure<br />Leader of government/social structure<br />History—how this dystopia came to be<br />Military—history and/or current status<br />Important historical/military figures<br />Resistance/revolutionary groups<br />Propaganda/controls for populace <br />Flags or other governmental symbols<br />Euphemisms/control of language<br />Family/social structure<br />
  8. 8. Wikipedia Entry Optional Catergories<br />Freetime/social activities <br />Beliefs toward religion, sex, intellectual freedom, etc. <br />Environmental changes—wildlife/climate<br />Architecture<br />Technology<br />Art/literature<br />Currency<br />
  9. 9. Exhibition<br />Art display of posters/video<br />Viewings of Wikipedia entries or mockumentaries<br />
  10. 10. Intermediate Deliverables<br />Rough drafts/Revisions of Wikipedia sections<br />Rough drafts/Revisions of video script<br />Sketches of propaganda posters<br />Rough cuts/edits of propaganda videos<br />
  11. 11.  Interdisciplinary Connections<br />Modern European History<br />Art<br />Digital Media<br />Music<br />Theater<br />Global Studies<br />Foreign Policy<br />
  12. 12. Community Connections <br />IUP grad students—editors<br />Fine Arts—art/music/theater/ digital media<br />Swank Student Center or Rogers Auditorium—exhibition space<br />
  13. 13. Technological Integration <br />Wiki/blog—posting pseudo-Wikipedia entries<br />Video-editing programs<br />Sound-editing programs<br />
  14. 14. Opportunities for draft/critique/revision <br />
  15. 15. Opportunities for student reflection and accountability <br />
  16. 16. Student Assessment <br />