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Module AttachmentsGrade 12, Q4, 3-5 WeeksIndividuality and Society

Module 1

Creators and Innovators Project

As a means of introducing research concepts and unit themes, students will conduct a short research project and presentation on one of the following creators and innovators.

Directions: Assign students one of the following creators and innovators. For each creator and innovator, students have to research his/her life, write a short research report, and create a PowerPoint presentation on that person.

Information that must be included

● Name● Country of Origin● Creations and Innovations● Biography● Obstacle that was overcome● Any other interesting facts

Creators and Innovators List

● Thomas Edison● Nikola Tesla● Leila Janah● Eesha Khare● Blake Ross● George Washington Carver

● Benjamin Banneker● Ben Carson● CJ Walker● Frederick Mckinley Jones● George Edward Alcorn● Lewis Latimer● Steve Jobs● Bill Gates● Benjamin Franklin● Leonardo da Vinci● Alexander Graham Bell● Marie Curie● The Wright Brothers● Jeff Bezos● Elon Musk● Galileo Galilei

Creators and Innovators Short Research Report Rubric

EXCEEDING MEETS POOR

Quality of Research --Cited at least 2 sources

--Sources are reliable and relevant

--Research reveals

--Cites only 1 source

--Sources are somewhat reliable and relevant

--No sources cited

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insightful information

Content --Topic is interesting

--Topic addresses all required elements

--Explanations and connections are appropriate and relevant

--Topic is somewhat interesting

--Topic addresses some of the required elements

--Explanations and connections are somewhat appropriate and relevant

--Topic lacks required information

--Explanations are basic and limited

Works Cited --Works cited in MLA format

--In-text citations are cited correctly

--Works cited, but mistakes are made in MLA formatting

--Mistakes are made in in-text citations

-No works cited

Grammar & Mechanics --Consistent and appropriate voice.-- Sophisticated and precise word choice.--No spelling errors.--No errors in agreement, pronouns/antecedents, or tense.-- No punctuation or capitalization errors.

--Voice lacks appropriateness-- Word choice is limited--Spelling errors.--Errors in agreement, pronouns/antecedents, or tense.--Punctuation or capitalization errors.

--Multiple spelling, grammar, and punctuation errors that impede understanding.

--Word choice is basic

Module 2

Before LessonAgree or Disagree with

Statement

Statement After LessonAgree or Disagree with

Statement

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Nonfiction is about imaginary events.

Literary nonfiction is exactly like literary fiction except the plot, characters, and setting are real.

An autobiography is the story of a person’s life written by that person.

An autobiography is always written in 3rd person.

A memoir is a type of fictional story

A biography is always written in 3rd person.

A personal narrative discusses the thoughts and feelings of an author about a particular subject.

Go through the presentation at the following link: (https://prezi.com/vtsvrexwzfke/literary-nonfiction/)

Literary Nonfiction QuizDirections: Complete each task in complete sentences.

1. Define literary nonfiction.2. Define memoir.3. Define autobiography.4. Define biography.5. Define personal narrative.

Module 3

Socratic Seminar

Directions: The Socratic Seminar is a student-led discussion that involves teacher guidance. Students should prepare the answers to the questions below before class and come prepared for discussion. Teacher chooses a student leader to guide the conversation. Each student must add to the

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conversation. Each student response should consist of (1) restating the previous statement and (2) adding meaningful insight to the conversation.

1. What does it mean to be responsible? How do human beings demonstrate responsibility for their actions and for the well being of others?

2. How do human beings overcome adversity? 3. To what extent can we elevate the lives of others in our family and our community? 4. How can education influence our ability to transform ourselves and the world in which we live?5. How can developing such qualities as resilience and resourcefulness enhance our ability to

respond to challenges and problems in our community and world? 6. Why do some people just “tilt at windmills,” while others build them?

Socratic Seminar Rubric

Participation is Outstanding

Ø Participant offers enough solid analysis, without prompting, to move the conversation forwardØ Participant, through his/her comments, demonstrates a deep knowledge of the text and the questionØ Participant has come to the seminar prepared, with notes and a marked/annotated textØ Participant, through his/her comments, shows that he/she is actively listening to other participantsØ She/he offers clarification and/or follow-up that extends the conversationØ Participant's remarks often refer to specific parts of the text

Participation is very good

Ø Participant offers solid analysis without promptingØ Through his/her comments, participant demonstrates a good knowledge of the text and the questionØ Participant has come to the seminar prepared with notes and/or a marked/annotated textØ Participant shows that he/she is actively listening to others. She/he offers clarification and/or follow-up

Participation is satisfactory

Ø Participant offers some analysis, but needs prompting from the seminar leader and/or othersØ Through his/her comments, participant demonstrates a general knowledge of the text and the questionØ Participant is less prepared, with few notes and no marked/annotated text

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Ø Participant is actively listening to others, but does not offer clarification and/or follow-up to others' commentsØ Participant relies more upon his/her opinion, and less on the text to drive his/her comments

Participation is not satisfactory

Ø Participant offers little commentaryØ Participant comes to the seminar ill-prepared with little understanding of the text and questionØ Participant does not listen to others, offers no commentary to further the discussion

Critical Reading Questions (Part 1)

1. As you read the prologue to The Boy Who Harnessed the Wind, what do you predict will be the meaning of the last line: “The boy had done it”? (P. 2)

2. What does Kamkwamba mean in Chapter One (P. 3) when he says: “Before I discovered the miracles of science, magic ruled the world”?

3. As you read about the “curse” our protagonist experiences in this chapter, what circumstances lead him to believe in its truth? How does his father help him to overcome this “curse”?

4. What characters are introduced in this part of the story? In particular, why is the protagonist’s father so important to him?

5. How do the folk tales and legends depicted in this chapter reflect key values and beliefs within Kamkwamba’s village and country?

6. This chapter presents a vivid portrait of William Kamkwamba’s father—and reinforces his continuing influence on the narrator’s life and worldview. How would you describe his father’s physical appearance, character, and motivation?

7. A major theme in this book is the struggle of individuals to overcome adversity. What kinds of adversity does William’s father confront and overcome in this chapter? What are the character traits that support him in this process?

8. The setting of the story is an important character in its own right. How would you describe William’s village and his country? What aspects of the setting are especially challenging for William and his family?

9. Once again, the conflict between magic and science continues to challenge William. How does he react to his first—and only—direct encounter with magic? How might you have reacted if you had been in William’s situation?

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Module 4

Critical Reading Questions - Part 2

1. This chapter begins: “During this time of trouble, I discovered the bicycle dynamo” (P. 79). Once again, how does William face adversity and challenge using his intelligence and his understanding of technology?

2. We sometimes tend to take for granted everyday resources like electricity. Why does William have such a different perspective?

3. What are the challenges William faces with his education? How does his experience with schooling compare to—and differ from—your current experiences in middle school?

4. This chapter is especially important since it introduces significant information about Malawi and the political, economic, and environmental challenges it faces. What do we learn about William’s country in this chapter? How do the conflicts depicted here affect William and his family?

5. This chapter focuses upon the heart-breaking decision William must make about the fate of his dog, Khamba. Why does he make the decisions he does? To what extent do you agree with him? To what extent might you have made a different choice? Why?

6. Natural disasters—including Cholera—continue to plague William’s world. What are the major conflicts presented in this chapter? How do William and the other characters react to them?

7. Why is the harvest so important to William and his village? To what extent can the harvest time be seen as a symbol? What does the harvest foreshadow to William and his family?

8. In Chapter Fifteen, William encounters a whole new world, one that he never even imagined would be a part of his experience. What are the major changes he undergoes—and how would you describe his reactions to them?

9. Once again, the importance of education emerges as a vitally important theme in William’s life. What are the new and ever expanding educational opportunities William faces in this section? How do they shape and influence him and his family?

10.As you reflect back on the portraits of William’s mother and father presented in the early sections of his book, how do they compare with—and differ from—his later perceptions of them and their significance in his life? 4. How do you interpret William’s reaction on page 278: “To think, my journey had begun in a tiny library at Wimbe—its three shelves of books like my entire universe. But now standing here, I was seeing the true size of the world, and how little access I had to it. There was so much to see and do. I felt a bit light-headed.” How had his previous experiences with his family, his friends, his village, and his country prepared him for this moment?

Have students read the story, “No Witchcraft for Sale,” by Doris Lessing in the Sophomore Language of Literature Book.

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Short Essay Response

In a short comparison essay, identify and discuss William’s, in The Boy Who Harnessed the Wind, and Gideon’s, in No Witchcraft for Sale, attitudes about witchcraft and science. In your response, be sure to have a clear thesis statement and use textual evidence to support your thesis.

Module 5

Anticipation Guide

Directions: Read each statement below. In the appropriate column, agree or disagree with the statement. After, write a 1-2 sentence explanation as to why you agree or disagree. Use evidence from your life to support your answer.

STATEMENT AGREE OR DISAGREE

EXPLANATION

You should do what you are told.It’s better to conform than to be different.

We exist to serve society, not our individual interests.

Some knowledge is too dangerous to be revealed to society and should be kept secret.

When we believe something strongly, we should stand up for our belief no matter what the cost.

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An individual person’s feelings, choices, and needs are more important than everyone else’s.

It is bad to like some people more than others.

Being an individual is not as important as being a good member of society.

If an individual does not believe that the laws of society are ethical or moral, then they have the right to defy (ignore or break) the laws.

Some emotions should not be allowed to be felt or expressed.A perfect world is one a world in which everyone cooperates.

Module 5

Literary Elements Vocabulary● Theme● Point of View● Symbolism● Irony● Foreshadowing● Characterization● Conflict

Anthem Part 1 Vocabulary● Atone● Brigade● Cesspool● Convulsion● Dias● Mandate● Portals● Pulpit● Transgression● Wretch

Critical Analysis Questions

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Directions: Please answer in complete sentences. Use quotes to support your reasoning Answer thoughtfully and completely. 1. “It is a sin to think words no others think and to put them down upon a paper no others are to see… There is no transgression blacker than to do or think alone.” (p. 11) What does Rand mean by this? What could motivate such an idea?2. “The walls are cracked and water runs upon them in their threads without sound, black and glistening as blood.”(paragraph 4) (p. 12) What image is created through this simile? What mood is set?3. Reread the words that were cut into the marble over the portals of the Palace of the World Council. What strength does the concept of “we” have? What weakness does it have? (p. 14)4. What word is oddly missing from this novel’s 1st person P.O.V.? 5. Consider your answer to this question. Why might Rand have done this?6. Why would it be a great sin “to be born with a head which is too quick?” (p. 16)7. Why might teachers forbid questions? (p. 18)8. Considering Equality’s scholarly strengths, why do you think he was not sent to the Home of the Scholars? 9. List three to five adjectives to describe Equality –72521’s life as a street sweeper.10. What do you think about the Home of the Useless? Is it good or bad? Explain your reasoning.11. Reread the description of the place Equality 7-2521 found. Clarify. What is it?12. What is the significance of the sentence, “This place is ours. This place belongs to us, Equality 7-2521, and to no other men on earth.”? (p. 32)13. What brings him his first peace in twenty years? (p. 37)

Module 6

Part 2 Vocabulary

● avert● brine● deign● eugenics● fraternity

● lassitude● lodestone● pyre● spangle● taut

Part 2 Critical Reading Questions

1. What do you think attracts the narrator to Liberty 5-3000? Hint: Look carefully at the paragraph which begins, “And there it was that we saw…” (p. 38)

2. What is the significance of the narrator naming Liberty 5-3000 “The Golden One?” Also, describe the bond that is created between someone who names someone and who he or she names. (p. 41)

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3. Why would it be a transgression “to speak to men of other trades?” That is, how would forbidding men to speak together benefit the government? (p. 40)

4. What has happened to the concept of romantic love in this society? (p. 41) What about familial love? What might be some social and/or emotional repercussion of this?

5. Analyze the names used in this novel: Equality, Liberty, Fraternity, Solidarity, and Union. What do they mean and how does this connect with the life they lead? To what do they allude? What is ironic about this?

6. Why do you think Rand chose to use numbers like 7-2521 attached to the names? What do they suggest?

7. What do you think the reference to the “Uncharted Forest” will foreshadow? (p. 49)8. Why do people in certain societies burn or ban books? (p. 50)9. What “unspeakable word” has been lost? How do you know? (p. 51) Why would speaking this

word be the only crime punishable by death?10.Consider the physical and emotional description of the Transgressor who is put to death for

knowing the Unspeakable Word. What are some words you would use to describe the Transgressor? What do you think Rand is saying through this description?

11. “The council of scholars has said that we all know the things which exist and therefore the things which are not known by all do not exist.” (p. 54) Reason this out. What is wrong with this idea?

12.What is the new power of nature has Equality 7-2521 has discovered? How do you know that? (p. 57)

13.Equality and the Golden One have walked for many, many days away from the city. Where, in our world, do you believe they are now? Explain your reasoning.

14.Describe the house they found. (pp. 101-102) Do a little research on this style of house and see if that will help you in your answer for #35.

15. I believe the library they found in the house of the Unmentionable Times is their greatest treasure. Why might I think this is so? That is, how might the books change their lives for the better?

16.Carefully read the following from the end of Part Ten: “We look upon our hands. We see the dust of centuries, the dust which hid great secrets and perhaps great evils.” First, to what is Rand alluding to when she mentions the dust? Second, what does she men by hid great secrets and perhaps great evils? That is, what has Equality begun to understand about the people from which he comes?

17.Read the final paragraph in Part Ten. Consider your response to question #38. Clarify. What is the secret?

Module 7Retrieve a copy of the Declaration of Independence at http://www.archives.gov/exhibits/charters/declaration_transcript.html

How is the individual protected? How is society protected?

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Declaration of Independence

Society in Anthem

Prometheus’ Society after he escapes

Module 8

Create a Utopian Society1. Decorate notebook cover with name of your utopian society.2. Title Page (Title, Group Members Names, Teacher-Period #, Date)3. Declaration of Independence: Write a brief statement citing the reasons for your formation of an

utopian society. In other words, what specifically don't you like about our current society? You might refer to The United States Declaration of Independence for ideas. This portion of the assignment should consist of two to three paragraphs.

4. Utopian Motto: Create a slogan or motto that the inhabitants of your utopia would adhere to.5. National Anthem: Create an anthem for your utopian society. It should be set to a familiar tune or

music. Be forewarned, you will sing the anthem aloud to the class. 6. Government: This portion of the assignment should consist of four paragraphs.

a. How will the government of this utopia be structured? Will you have a democracy, an anarchy, a monarchy, or a dictatorship?

b. What will be your election process? Terms of office?c. How will your utopia make decisions? d. How will you enforce laws? What are the consequences for breaking laws?

7. Bill of Rights: Create Bill of Rights or a list of rules for your utopian society.8. Develop a list of 10 rules that all community members would follow.

a. Give a rationale for each rule. 9. Comparison of Societies: Create three Venn diagrams. This must be highly interesting and

creative in design. a. Compare and contrast Anthem's existing "ideal society" and the society envisioned by

Prometheus (at least 15 entries, areas for each area of diagram). b. Compare and contrast Anthem's existing "ideal society" and your new utopian society

i. (at least 15 entries, areas for each area of diagram).c. Compare and contrasting Anthem's society envisioned by Prometheus and your new

utopian society (at least 15 entries, areas for each area of diagram).

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10.Advertisement: Design a brochure which advertises your new utopian society as an ideal place to live. Slant the information to attract prospective residents. Your brochure should include both persuasive writing and appropriate visuals. This should also be complete with pictures that are representative of life in your community. Format and presentation count.

a. Brochure should include:i. Utopian’s Nameii. A map showing where your utopia is located iii. Your motto and anthemiv. Include information about the government and your lawsv. Include information about the social institutions (churches, schools, recreation) and

beliefs (philosophy, holidays celebrated)11.Provision of Life's Necessities: Explain how your utopia will provide the basic necessities of life

(food, shelter, clothing, medical care, recreation/attractions)12.Daily Itinerary: How will the inhabitants spend their time during the week? Develop a hypothetical

schedule that community members might follow during a typical day13.Typed Outline of Presentation (Introduction and Conclusion must be typed out in complete

sentences)14.Time Log (Consists of five columns labeled: DATE,TIME, PLACE, GROUP TASKS COMPLETED,

WHO ATTENDED)15.Typed Itemized Task List (Two columns: 1st labeled GROUP MEMBERS; 2nd labeled INDIVIDUAL

TASKS PERFORMED)

Presentation: Present your new utopia to the class. Each member in your group needs to participate in the presentation. Each presentation must have an introduction and conclusion. You will have 15 minutes to present.BE CREATIVE! MAKE THIS FUN…dress alike, incorporate art, skits, food, PowerPoints, videos, music, etc!

Anthem Group Project - Create Your Own Utopia Rubric

Notebook Creation (50) Cover and Society’s name _________ Declaration of Independence _________

Motto _________Anthem _________Government structure _________Bill of Rights/Rules with Rationale _________

Three Venn diagrams _________

Advertisement – Brochure (40) Pictures representing your society _________

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Map _________Motto and Anthem _________Life's Necessities (food, shelter, clothing, medical care, recreation) _________Daily Itinerary (schedule of day, schedule enhances function of society) _________

Outline of Presentation _________Time Log & Itemized Task List _________

Presentation (10) _________* It is up to the teacher’s discretion to deduct more than 10 points if the presentation does not meet expectations or clarify the content covered in the notebook.

15 minutesCovers all the above sections Visual aids -

Each member participates Organized - Intro/conclusion

Presenting, not reading, no gum, eye contact Creative, Interesting, FunColorful and appealing (others would want to move there)

TOTAL SCORE __________

Disclaimer: It is the responsibility of each group member to divide the work equally as well as to exchange personal contact information such as email addresses and phone numbers, so meetings/work days can be scheduled outside of class. You must work as a TEAM for your project to be successful!

Module 9

Rent a copy of the movie, The Village. Have students answer the questions during and after the movie.

1. The movie opens with the scene of an elder burying his child. Later on, the movie reveals that the elders moved to the village to escape the pain of death that was so imminent in modern day America. Have the elders achieved anything? Can the pain of a loved one’s death be lessened by the means of that death.

2. In the first half of the movie, a number of viciously killed and skinned animals are found on the grounds of the village. A whisper arises among the villagers that the creatures within the woods are responsible for these brutal acts. Ms. Hunt addresses the towns people and offers the following argument:

i. A coyote or wolf probably killed the dogs.ii. Those we don’t speak of are bigger than coyotes or wolves.

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iii. Therefore, those we do not speak of are not responsible for the killing of the dogs.

b. How might a community of human beings succumb to such a faulty explanation? 3. Ivey Walker, the blind heroine, claimed that “some people, just a handful… give off the tiniest

color. It’s faint, like a haze. It’s the only thing I ever see in the darkness.” She then taunts Lucius that she won’t tell him what color he gives off, claiming that it wouldn’t be ladylike. The problem with this scene is the obvious question of how can a blind person identify colors. Even if she perceived these colors, how could she know red (the bad color) from gold (the protective color)? How dependent are humans upon senses for the acquisition of knowledge?

4. Lucius Hunt points to the locked black box in the corner of his mother’s living room and claims that everyone in the village has secrets. To this, his mother replies that the contents of the box are reminders of past sins: “Forgetting would be to let them live again in another form.” It is not exactly clear what other form Ms. Hunt has in mind, but her point merits consideration. How essential is memory for ethical behavior? Is one doomed to repeat previous immoral behavior if one forgets it?

5. Ivey and Lucius discuss his intentions to enter the forest and venture to a nearby town. She tells him that his intentions are noble, but nevertheless wrong. As a counter argument, he asks what if there are medicines in the town. The consequentialist ethical theory maintains that the goodness or badness of a moral action ought to be determined by the goodness or badness of its resulst. Between Ivey and Lucius, whose position represents consequentialism, and with which position do you agree?

6. Before revealing the farce of the creatures to Ivey, Mr. Walker explains the problems with the town: “Money can be a wicked thing. It can turn men’s hearts black… Good men’s hearts.” Money drove townspeople to commit murder. Yet, the village elders have allowed people to die and go blind, when medicine was close. As the murders were driven by capital gain, so the elders were driven by the elimination of pain. Haven’t the elders’ hearts been turned black as well? Are their actions any more morally justifiable than the murders in the town?

7. One of the young men that accompanies Ivey into the woods becomes afraid very early in the journey. Jiggling a bag of rocks, she seeks to comfort him with the promise of protection from magical pebbles. He answers, “Why haven’t we heard of these rocks before?” In this one scene, a villager uses logic to refute deception. Why haven’t any of the villagers done this before?

8. After revealing the plan to the elders, Walker asserts that if they didn’t send Ivey, “We could never again call ourselves innocent.” Yet, it seems hard to conceive of the elders as innocent up to this point. They are lying to the entire village and have contributed to the death of villagers when medicine was close. Furthermore, sending a blind girl into the woods hardly seems innocent; it is improbable she would return. Perhaps, sending Ivey is the best option because her blindness makes her less capable of detecting their lies. In light of the whole movie, can the elders ever truly call themselves innocent?

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9. Shyamalan said that for The Village, he “wanted to write about innocence.” At the end of the movie are there any truly innocent figures remaining? If Ivey continues the deception, can she still be considered morally good? Is Noah Percy innocent in his tabbing of Lucius Hunt because of his mental handicap?

10.The director also states that he was setting the feigned village in the 1800s, and in that time “innocence couples with not knowing a lot.” Is ignorance any criterion for innocence?

Module 10

Argumentative Essay

Write an argumentative essay on the following topic. Be sure to include all the elements of an argumentative essay in your response. Be sure to cite each of the texts discussed in class (The Boy Who Harnessed the Wind, No Witchcraft for Sale, Anthem, and The Village).

How do societies restrict and limit the freedom of individuals? How do individuals attempt to remain free in the face of oppressive societies? In a detailed argumentative essay, discuss the impact society has on individual identity.

Common Core rubric at the following link: http://www.schoolimprovement.com/docs/Common%20Core%20Rubrics_Gr11-12.pdf

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