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Dystopian Society: Design, Critique, and Persuade
Grade 11English2 days
In this 11th-grade English project, students take on the role of social critics to design a dystopian society, exploring the dangers of unchecked power and societal control. They analyze literary devices used in dystopian literature and identify common characteristics of such societies. Students then create artifacts representing key aspects of their designed dystopia and use persuasive writing to caution others about its potential consequences. The project culminates in a portfolio of artifacts and reflective writing, assessing their understanding of dystopian themes and persuasive communication skills.Dystopian SocietySocial CritiquePersuasive WritingLiterary DevicesSocietal ControlArtifact DesignCritical Thinking
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we, as social critics, design a dystopian society that exposes the dangers of unchecked power and societal control, and then use persuasive writing to caution others about its potential consequences?Essential Questions
Supporting questions that break down major concepts.- How do authors use literary devices to critique society in dystopian literature?
- What are the common characteristics of a dystopian society, and how are they reflected in literature and real-world contexts?
- How can we use persuasive writing to argue against the dangers of a dystopian society?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to identify and analyze the flaws of a dystopian society.
- Students will be able to use persuasive writing to caution others about the potential consequences of a dystopian society.
- Students will be able to understand and explain the dangers of unchecked power and societal control.
Common Core Standards
CCSS.ELA-Literacy.RL.11.2
Primary
Determine two or more themes or central ideas of a text and analyze in detail their development over the course of the text, including how they emerge and are shaped and refined by specific details; provide an objective summary of the text.Reason: The project requires students to explore multiple themes and their development.
Entry Events
Events that will be used to introduce the project to studentsDystopian Artifact Analysis
Present students with a collection of "artifacts" from a failed dystopian society (ration cards, surveillance devices, propaganda posters, censored books). Students analyze these objects to infer the society's values, control mechanisms, and the causes of its collapse.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Artifacts of Oppression
Students will create a series of artifacts that represent aspects of their dystopian society. These artifacts will serve as evidence of the society's control mechanisms and suppressed values.Steps
Here is some basic scaffolding to help students complete the activity.1. Choose three key aspects of your dystopian society (e.g., surveillance, propaganda, resource control).
2. For each aspect, create a physical or digital artifact that represents it (e.g., a ration card, a propaganda poster, a surveillance device schematic).
3. Write a short description for each artifact, explaining its purpose and how it reflects the society's flaws.
Final Product
What students will submit as the final product of the activityA collection of artifacts with descriptions, showcasing the control mechanisms and suppressed values of the dystopian society.Alignment
How this activity aligns with the learning objectives & standardsRL.11.2 - Analyzing the development of themes through specific details (the artifacts).🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioDystopian Artifact Analysis Rubric
Category 1
Concept & Design
Clarity and depth of understanding of dystopian concepts and their effective translation into artifact design.Criterion 1
Dystopian Concept Understanding
Demonstrates understanding of core dystopian themes and societal control mechanisms.
Exemplary
4 PointsDemonstrates a sophisticated understanding of dystopian concepts, including nuanced societal control mechanisms and their implications.
Proficient
3 PointsDemonstrates a thorough understanding of dystopian concepts and societal control mechanisms.
Developing
2 PointsShows an emerging understanding of dystopian concepts, with some grasp of societal control mechanisms.
Beginning
1 PointsShows a limited understanding of dystopian concepts and struggles to identify societal control mechanisms.
Criterion 2
Artifact Design & Representation
Effectiveness of the artifact design in representing the chosen dystopian aspect.
Exemplary
4 PointsArtifact design is highly innovative and effectively represents the chosen dystopian aspect with exceptional clarity and depth.
Proficient
3 PointsArtifact design effectively represents the chosen dystopian aspect with clarity and detail.
Developing
2 PointsArtifact design partially represents the chosen dystopian aspect, but lacks some clarity or detail.
Beginning
1 PointsArtifact design struggles to represent the chosen dystopian aspect and lacks clarity.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
How did creating the artifacts deepen your understanding of the themes and control mechanisms present in your dystopian society?
Text
Required
Question 2
To what extent do you believe your persuasive writing effectively cautions others about the potential consequences of unchecked power and societal control?
Scale
Required
Question 3
Which aspect of designing the dystopian society (e.g., surveillance, propaganda, resource control) did you find most challenging to represent through an artifact, and why?
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Required