Created byWesley Davidson
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Harrison Bergeron: Mock Trial on Equality vs. Freedom
Grade 11English15 days
In this 11th-grade English project, students conduct a mock trial centered on Kurt Vonnegut's "Harrison Bergeron," exploring the conflict between equality and freedom. Students analyze the story's themes, develop critical thinking skills, and construct persuasive arguments using textual evidence. Through activities like analyzing leaked documents and creating character dossiers, they delve into the motivations and ethical implications within the dystopian world. The mock trial and reflection prompts encourage students to evaluate the complexities of societal control and individual potential.EqualityFreedomDystopian SocietySatireEthical ImplicationsCritical ThinkingHarrison Bergeron
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.In the dystopian world of 'Harrison Bergeron,' how far should society go to enforce equality, and what are the ethical implications when individual freedom and potential are sacrificed in the pursuit of societal control?Essential Questions
Supporting questions that break down major concepts.- In what ways does power influence individual identity and societal values as depicted in 'Harrison Bergeron?
- To what extent can equality be enforced without sacrificing individual freedom and potential?
- How does Vonnegut use satire to critique societal norms and government control in 'Harrison Bergeron'?
- What is the role of the individual in challenging or perpetuating oppressive systems, as portrayed in 'Harrison Bergeron'?
- How do literary devices such as symbolism and irony contribute to the meaning and impact of 'Harrison Bergeron'?
- What are the ethical implications of sacrificing individual potential for the sake of enforced equality?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Analyze the themes of equality, freedom, and control in "Harrison Bergeron."
- Develop critical thinking and analytical skills through close reading of the text.
- Construct persuasive arguments using textual evidence.
- Understand the role of literary devices such as satire, symbolism, and irony in conveying meaning.
- Evaluate the ethical implications of societal actions and government control depicted in the story.
Entry Events
Events that will be used to introduce the project to studentsA World Without Challenges
Students participate in a simulation where they are 'handicapped' based on their strengths (e.g., smart students get distracting noises, athletic students wear weights). This helps them viscerally experience the story's themes of equality vs. equity. After the simulation, a guided discussion connects their feelings and experiences to the story's core arguments, framing the upcoming trial.The Glampers Files
Present students with a series of 'leaked documents' supposedly from Diana Moon Glampers' office. These could include memos, intercepted communications, and policy drafts that reveal her motivations and strategies. Students analyze these documents in groups, drawing inferences about her character and the rationale behind her actions. This activity sparks debate and encourages them to think critically about perspective and justification before the trial begins.đź“š
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Decoding the Glampers Files
Students analyze 'leaked documents' from Diana Moon Glampers' office to understand her motivations and strategies.Steps
Here is some basic scaffolding to help students complete the activity.1. In groups, carefully read and annotate the provided 'leaked documents,' paying attention to Glampers' language, tone, and stated goals.
2. Identify Glampers' main arguments for enforcing equality and the methods she uses to achieve it. Note any contradictions or inconsistencies in her reasoning.
3. Prepare a short presentation outlining Glampers' perspective and justifying her actions based on the documents. Be prepared to defend or critique her position.
Final Product
What students will submit as the final product of the activityA group presentation outlining and evaluating Diana Moon Glampers' perspective.Alignment
How this activity aligns with the learning objectives & standardsSupports the learning goals of developing critical thinking skills, understanding the role of literary devices (perspective), and evaluating ethical implications.Activity 2
Character Witness Dossier
Students choose a character from 'Harrison Bergeron' (e.g., Harrison, George, Hazel, Diana Moon Glampers) and create a dossier analyzing their motivations, actions, and role in the story.Steps
Here is some basic scaffolding to help students complete the activity.1. Select a character from 'Harrison Bergeron' to focus on.
2. Reread the story, paying close attention to your chosen character's actions, dialogue, and interactions with other characters. Collect textual evidence that reveals their motivations and beliefs.
3. Create a character dossier including: a character profile, key quotes with analysis, a summary of their motivations, and an evaluation of their role in the story's themes.
Final Product
What students will submit as the final product of the activityA detailed character dossier with textual evidence and analysis.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goals of analyzing themes, developing critical thinking skills, and constructing arguments using textual evidence.Activity 3
Crafting the Opening Statement
Students will write an opening statement for either the prosecution or defense in the mock trial of Diana Moon Glampers. This statement should clearly outline their argument and preview the evidence they will present.Steps
Here is some basic scaffolding to help students complete the activity.1. Based on your assigned role (prosecution or defense), brainstorm the key arguments you will make in the trial. What is your overall stance on Glampers' actions?
2. Outline your opening statement, including: a brief introduction, a clear statement of your position, a preview of the evidence you will present, and a concluding statement that summarizes your argument.
3. Write a compelling and persuasive opening statement using strong language and logical reasoning. Ensure your statement is supported by textual evidence from the story.
Final Product
What students will submit as the final product of the activityA well-written and persuasive opening statement for the mock trial.Alignment
How this activity aligns with the learning objectives & standardsSupports the learning goals of constructing persuasive arguments, using textual evidence, and evaluating ethical implications.Activity 4
Cross-Examination Question Creation
Students will prepare a series of cross-examination questions for witnesses in the mock trial. These questions should be designed to challenge the witness's testimony and uncover inconsistencies or biases.Steps
Here is some basic scaffolding to help students complete the activity.1. Identify the key witnesses in the trial and anticipate their potential testimony. What points will they likely make, and how might those points be vulnerable?
2. Develop a series of specific and targeted cross-examination questions for each witness. Focus on questions that will expose weaknesses in their testimony or reveal ulterior motives.
3. Practice delivering your cross-examination questions in a clear and confident manner. Be prepared to adapt your questions based on the witness's responses.