How do authors incorporate ethical dilemmas for social commentary?
DAY 1 - PLAN 1
DAY 2 - SEED 1
DAY 3 - SEED 2
DAY 4 - SEED 3
DAY 5 - SEED 4
DAY 6 - SEED 5
DAY 7 - PLAN 2
DAY 8 - SEED 6
DAY 9–21 - PLAN 3
DAY 22–25 - PLAN 4
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.
When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
The turn of the century, 1900s, was an age of anxiety. Faced with the aftermath of a first world war and wide spread availability of technological advancements like cars, the telephone, electricity, and planes, many artists perceived this new modern world as a utopia. While many subsequent systems replicated the Ford factory assembly line, some writers and artists created dystopian literature and film that explored the ethical and moral cost of unbridled developments.
This modernism power point begins with a problem-based learning question: what is the role of the individual in a mechanized, mass-produced world? Students are led through art, architecture, modernization, and film from the modern era that provide a backdrop for Aldous Huxley's dystopian novel, Brave New World. Students take notes on important aspects of the historical context. **Teachers may select to use a routine writing from a speaking and listening standard for an explanatory essay.
IMPORTANT NOTE: Consider the need for Accessible Instructional Materials (AIM) and/or for captioned/described video when selecting texts, novels, video and/or other media for this unit. See "Sources for Accessible Media" for suggestions on Maryland Learning Links: http://marylandlearninglinks.org.
IMPORTANT NOTE: No text model or website referenced in this unit has undergone a review. Before using any of these materials, local school systems should conduct a formal approval review of these materials to determine their appropriateness. Teacher should always adhere to any Acceptable Use Policy enforced by their local school system.
Learning Objective: Students will evaluate the point of view of different writers, architects, and filmmakers from the modern time period in order to answer the question: What is the role of the in individual in a mechanized, mass produced world?
Homework: Assign students chapter 1-2 to read in Brave New World. Students will be responsible for creating and answering their own study guide based on question stems from Blooms Taxonomy.
Lesson Plan 1 Task 2
(The teacher may also choose to have students keep a vocabulary log: Lesson Plan 1 Task 3.)
Power Point: (Lesson Plan 1 Task 1)
P. Brookman, P. Greenhalgh, S. Newman, Essential Modernism. V & A Publications, Corcoran Gallery of Art. Washington, D.C. (2007)
Reading: Informational Text
Speaking & Listening