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- From: WebQuest Builders
- Contributed By: nickt1123
Introduction:
The Handmaid’s Tale by Margaret Atwood is an excellent example of Feminist text. The novel follows a Dystopian future where females that can reproduce are used like slaves. It follows many twists and turns, showing a full Dystopian environment. Often the Handmaid’s Tale is called the satire of today’s politics and a possible future for the United States. You the reader are now involved in creating a dystopian society. As the creator of the society you must keep in mind the physical set up of your society along with laws that would be in place. So imagine your in charge of creating a society, be creative! Use Atwood's style as you explore.
The Task:
Problem: There is a developing dystopian society, how do you make it stronger?
The Process:
1.Read Handmaid’s Tale by Margaret Atwood 2.You can work in groups of three, please pick your own group. Each group member has their own role so assign roles to each member.
Evaluation:
Conclusion:
Thank you all for creating your very own society. Your fellow students will use this in order to understand the novel in the future. Continue to examine novels in relation to other texts and ideas. I hope you’ve realized that simply because a finished reading a novel, doesn’t mean you are done learning about a novel.
The Handmaid’s Tale by Margaret Atwood is an excellent example of Feminist text. The novel follows a Dystopian future where females that can reproduce are used like slaves. It follows many twists and turns, showing a full Dystopian environment. Often the Handmaid’s Tale is called the satire of today’s politics and a possible future for the United States. You the reader are now involved in creating a dystopian society. As the creator of the society you must keep in mind the physical set up of your society along with laws that would be in place. So imagine your in charge of creating a society, be creative! Use Atwood's style as you explore.
The Task:
Problem: There is a developing dystopian society, how do you make it stronger?
- Read Atwood's: Handmaid's Tale.
The Process:
1.Read Handmaid’s Tale by Margaret Atwood 2.You can work in groups of three, please pick your own group. Each group member has their own role so assign roles to each member.
- Questioner: It is your responsibility to constantly ask, why are these elements in your society dystopian? This will be important for the writing portion of the assignment. Keep the group in perspective.
- Handmaid's Tale overview
- Matrix
- Where are people going to live? Are they monitored? Do they live in large houses all together or seperatly?
- Poster
Evaluation:
| Beginning | Developing | Accomplished | Exemplary | |
|---|---|---|---|---|
| Written | Project doesn't not clearly explain why elements of society were selected. | Society is partially developed and is missing many justifications of selections. | Well developed society, missing a few justifications for selections. | Clear and well developed society, with justification and clear planning. |
| Planning | Group members did not clearly fulfill their roles, the society does not include thoughtful preparation. | Members tried to fulfill their roles but there was no clear plan for the society. Used the ideas of the novel effectively, but not their own ideas. | Members all carried out their roles effectively and the society was developed according to the directions. Used their own ideas effectively. | All members followed their roles and were successful as a group to create and plan a well developed project using their own ideas and the novel. |
| Presentation | The presentations was not presented in any medium agreed upon, the students did not split up the presentation. | The selected medium is presented, but the group does not effectively break the presentation into their set roles in the group. | Group presents a project in a set medium, each group member fulfills their part adequately. | Group presents a fully developed society, encompassing each group member and brings in their written component. |
Conclusion:
Thank you all for creating your very own society. Your fellow students will use this in order to understand the novel in the future. Continue to examine novels in relation to other texts and ideas. I hope you’ve realized that simply because a finished reading a novel, doesn’t mean you are done learning about a novel.
Introduction
This lesson was developed to incorporate technology in the regular ed. classroom. It was developed for a comprehensive project after completing the novel the Handmaid’s Tale by Margaret Atwood.
Dystopian societies are something most students do not get a lot of exposure with. If they are incorporated in readings a student can pick apart many different themes that are society based, not just literarily based. By giving students the tools to examine literature and to use creativity to build upon their understanding a student can create something more meaningful to them. This project encourages students to take ownership of their writing and work. Students from all different levels can approach this project using things that they feel are their strengths. I approach this project as a multi genre, where the students can develop, use their own skills and their own creativity.
Learner
The intended audience for this webquest is an eleven grade classroom who have just completed the novel the Handmaid's Tale. This project can be used for any skill level, but is suggested for an academic or advanced course ability. It can be extended to a philosophy or psychology course, even a humanities. Also, the project can added to, or scaled down to fit different skill levels. In order to complete this assignment the student should have an idea of what a dystopian society is and have read the prescribed novel. (Or if you would like to alter this project the novel necessary to create the society.) In order to complete this assignment the student should have an idea of what a dystopian society is and have read the prescribed novel. (Or if you would like to alter this project the novel necessary to create the society.) Students should also have the ability to work in groups and access to the materials be it physical or digital to create their society.
Standards
1.5.11. GRADE 11- Pennsylvania A. Write with a sharp, distinct focus. aspects of composition. · Use different types and lengths of sentences. · Use precise language. · Identify topic, task and audience. · Establish and maintain a single point of view. B. Write using well-developed content appropriate for the topic. · Gather, determine validity and reliability of, analyze and organize information. · Employ the most effective format for purpose and audience. · Write fully developed paragraphs that have details and information specific to the topic and relevant to the focus. C. Write with controlled and/or subtle organization. D. Write with a command of the stylistic · Sustain a logical order throughout the piece. · Include an effective introduction and conclusion.
E. Revise writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed.
F. Edit writing using the conventions of language. · Spell all words correctly. · Use capital letters correctly. · Punctuate correctly (periods, exclamation points, question marks, commas, quotation marks, apostrophes, colons, semicolons, parentheses, hyphens, brackets, ellipses). G. Present and/or defend written work for publication when appropriate.
Reflection on Standards
SWBAT Clearly and effectively create a well-developed dystopian society incorporating what they have learned from text and discussion in the classroom.
SWBAT Clearly compose a paper/poster board that will be understood by classmates and will include the general basis of the society.
SWBAT Work effectively in groups, and clearly develop the elements of their society and be able to explain it to classmates.
Resources
Describe what's needed to implement this lesson. Some of the possibilities:
*Margaret Atwood's: The Handmaid's Tale
*Dictionary and Library access for research.
*Art supplies or computer access to create the presented project portion.
*Teacher created material: An example of a society in poster and power point form.
*Handout listing assignment for those students who lack internet access at home.
*E-mail accounts for all students so they can communicate outside the classroom.
*Internet access for the students to research their societies elements.
*Specific software needed: Word Processor 20 copies, Power point or slide show software 20 copies.
This lesson can be completed with one teacher, however if there are more in the classroom for any reason the project can still be carried out effectively. The library and the classroom atmosphere should be sufficient to complete the project.
Evaluation
Based on the overall average of the group project it will be possible to gauge if the project was successful. When grading the students progress and final project, we will look at creativity, planning, group work ability, the final project and the written component. The students can be creative and the overall problem should be answered however the students find appropriate: There is a developing dystopian society, how do you make it stronger?
If the final project and presentation incorporates all students in the group then the project in terms of group work was successful. To ensure that each group member is fulfilling their role, students can be encouraged if they feel their work isn't being run adequately they can set up a meeting with you. Also, it is possible to include and evaluation worksheet so each student can evaluate their fellow group members.
This lesson was developed to incorporate technology in the regular ed. classroom. It was developed for a comprehensive project after completing the novel the Handmaid’s Tale by Margaret Atwood.
Dystopian societies are something most students do not get a lot of exposure with. If they are incorporated in readings a student can pick apart many different themes that are society based, not just literarily based. By giving students the tools to examine literature and to use creativity to build upon their understanding a student can create something more meaningful to them. This project encourages students to take ownership of their writing and work. Students from all different levels can approach this project using things that they feel are their strengths. I approach this project as a multi genre, where the students can develop, use their own skills and their own creativity.
Learner
The intended audience for this webquest is an eleven grade classroom who have just completed the novel the Handmaid's Tale. This project can be used for any skill level, but is suggested for an academic or advanced course ability. It can be extended to a philosophy or psychology course, even a humanities. Also, the project can added to, or scaled down to fit different skill levels. In order to complete this assignment the student should have an idea of what a dystopian society is and have read the prescribed novel. (Or if you would like to alter this project the novel necessary to create the society.) In order to complete this assignment the student should have an idea of what a dystopian society is and have read the prescribed novel. (Or if you would like to alter this project the novel necessary to create the society.) Students should also have the ability to work in groups and access to the materials be it physical or digital to create their society.
Standards
1.5.11. GRADE 11- Pennsylvania A. Write with a sharp, distinct focus. aspects of composition. · Use different types and lengths of sentences. · Use precise language. · Identify topic, task and audience. · Establish and maintain a single point of view. B. Write using well-developed content appropriate for the topic. · Gather, determine validity and reliability of, analyze and organize information. · Employ the most effective format for purpose and audience. · Write fully developed paragraphs that have details and information specific to the topic and relevant to the focus. C. Write with controlled and/or subtle organization. D. Write with a command of the stylistic · Sustain a logical order throughout the piece. · Include an effective introduction and conclusion.
E. Revise writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed.
F. Edit writing using the conventions of language. · Spell all words correctly. · Use capital letters correctly. · Punctuate correctly (periods, exclamation points, question marks, commas, quotation marks, apostrophes, colons, semicolons, parentheses, hyphens, brackets, ellipses). G. Present and/or defend written work for publication when appropriate.
Reflection on Standards
SWBAT Clearly and effectively create a well-developed dystopian society incorporating what they have learned from text and discussion in the classroom.
SWBAT Clearly compose a paper/poster board that will be understood by classmates and will include the general basis of the society.
SWBAT Work effectively in groups, and clearly develop the elements of their society and be able to explain it to classmates.
Resources
Describe what's needed to implement this lesson. Some of the possibilities:
*Margaret Atwood's: The Handmaid's Tale
*Dictionary and Library access for research.
*Art supplies or computer access to create the presented project portion.
*Teacher created material: An example of a society in poster and power point form.
*Handout listing assignment for those students who lack internet access at home.
*E-mail accounts for all students so they can communicate outside the classroom.
*Internet access for the students to research their societies elements.
*Specific software needed: Word Processor 20 copies, Power point or slide show software 20 copies.
This lesson can be completed with one teacher, however if there are more in the classroom for any reason the project can still be carried out effectively. The library and the classroom atmosphere should be sufficient to complete the project.
Evaluation
Based on the overall average of the group project it will be possible to gauge if the project was successful. When grading the students progress and final project, we will look at creativity, planning, group work ability, the final project and the written component. The students can be creative and the overall problem should be answered however the students find appropriate: There is a developing dystopian society, how do you make it stronger?
If the final project and presentation incorporates all students in the group then the project in terms of group work was successful. To ensure that each group member is fulfilling their role, students can be encouraged if they feel their work isn't being run adequately they can set up a meeting with you. Also, it is possible to include and evaluation worksheet so each student can evaluate their fellow group members.
