Unit IV: Literature study on government and privacy

Essential Question (s):

How do we read for understanding?

How evasive is the government?

Standards

CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis

of primary and secondary sources, connecting insights gained from specific
details to an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or
events and determine which explanation best accords with textual evidence,
acknowledging where the text leaves matters uncertain.
CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as
they are used in a text, including analyzing how an author uses and refines the
meaning of a key term over the course of a text (e.g., how Madison defines faction
in Federalist No. 10).
CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 1112 topics, texts, and issues, building on others ideas and
expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting
evidence, conveying a clear and distinct perspective, such that listeners can
follow the line of reasoning, alternative or opposing perspectives are addressed,
and the organization, development, substance, and style are appropriate to
purpose, audience, and a range of formal and informal tasks

Objectives

Students will understand the role that a government plays on its citizens

Students will question the role of an individual in society

Students will question government propaganda

Students will present a final project and participate in a Socratic Circle to

demonstrate knowledge
Compare and contrast the fictional 1984 setting to present day reality

Learn vocabulary specific to the text

Double entry journals

Journaling
Each student will write a double entry journal (3 entries for each sections read)
Students journals will reflect their thought, questions, and reflections on the reading
and its relation to other books, class, or world experience
Socratic Circle (Fish Bowl)

Each student will choose one of their journal quotes to discuss in the circle
Students in the circle must respond to at least three other people quote besides
their own.
Facilitator: will move the conversation along (might come up with clarifying
questions)
Time keeper: will keep people on track

Culminating Activity

Add one more scene to change the ending

Act out the most important scene, or the scene that represent something you have learned
in government class.