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In the aftermath

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In the aftermath

  1. 1. In the Aftermath A Social Studies 9/Language Arts 9 project based on the novel The Chrysalids
  2. 2. Description <ul><li>The Chrysalids takes place after a nuclear holocaust. </li></ul><ul><li>There are three main types of characters: </li></ul><ul><li>Mutants </li></ul><ul><li>Normals </li></ul><ul><li>Telepaths </li></ul>
  3. 3. Project Description <ul><li>Each student will create a character that will fit into one of the three categories. This will involve writing a detailed character sketch. </li></ul><ul><li>Each character will be an enlightened person who sees the big picture, although she or he will (of course) be particularly sensitive to the issues facing her or his individual category. </li></ul><ul><li>In an attempt to address the issues of the post-apocalyptic society described in the novel, each student will create a party platform and a political campaign. This will culminate with the delivery of a speech. </li></ul>
  4. 4. English Language Arts 9 curricular aspects <ul><li>- Novel study </li></ul><ul><li>-Creative composition (character sketch) </li></ul><ul><li>-Speech composition and presentation </li></ul><ul><li>-Visual representation </li></ul>
  5. 5. Social Studies 9 curricular aspects <ul><li>- Environmental impact </li></ul><ul><li>-Economic systems </li></ul><ul><li>-Consumerism </li></ul><ul><li>-Social programs </li></ul><ul><li>-Fiscal plans </li></ul><ul><li>-Political parties </li></ul>
  6. 6. Intermediate Deliverables <ul><li>-Character sketch </li></ul><ul><li>-Demonstrate knowledge of: </li></ul><ul><li>Environmental impacts and policies </li></ul><ul><li>Taxation models </li></ul><ul><li>Equality/Diversity issues </li></ul><ul><li>Advertising techniques </li></ul><ul><li>-Develop an informed party platform </li></ul><ul><li>-Create a visual campaign </li></ul>
  7. 7. Final Product: Speech <ul><li>The speech must refer to: </li></ul><ul><li>An environmental plan </li></ul><ul><li>An economic policy </li></ul><ul><li>A social policy (referring to the rights of diverse individuals) </li></ul><ul><li>-Other topic choices may be made by the student. </li></ul><ul><li>-The speech must be augmented by use of accompanying visuals (or other elements) </li></ul>
  8. 8. Mentors and Community Connection possibilities <ul><li>Legal experts on environmental issues </li></ul><ul><li>City and provincial politicians on political issues </li></ul>
  9. 9. Opportunities for student choice <ul><li>-They create their own characters </li></ul><ul><li>-There is some choice with regard to specific political platforms </li></ul>
  10. 10. To Do <ul><li>-Figure out how to incorporate critique and revision </li></ul><ul><li>-Rubrics </li></ul><ul><li>-Create a lesson about environmental laws </li></ul><ul><li>-Probably a bunch of other stuff… </li></ul>

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