Content Standards.
Georgia Standards of Excellence
ELAGSE9-10RL/RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
ISTE Standards
2. Digital Citizen
2a. Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
2b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
2c. Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
6. Creative Communicator
6b. Students create original works or responsibly repurpose or remix digital resources into new creations.
6d. Students publish or present content that customizes the message and medium for their intended audiences.
Digital Information Fluency Skills
3. USING INFORMATION ETHICALLY
3.A Learners ethically use digital information
- Learners decide whether or not to integrate digital information related to a specific information task
- Learners cite the source and/or author for the selected digital information
Principals of Inquiry-Based Learning
2. Teaching for Deep Understanding
3. Importance of Assessment
4. Appropriate Use of Technology
8. Ethical Citizenship
ELAGSE9-10RL/RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
ISTE Standards
2. Digital Citizen
2a. Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
2b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
2c. Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
6. Creative Communicator
6b. Students create original works or responsibly repurpose or remix digital resources into new creations.
6d. Students publish or present content that customizes the message and medium for their intended audiences.
Digital Information Fluency Skills
3. USING INFORMATION ETHICALLY
3.A Learners ethically use digital information
- Learners decide whether or not to integrate digital information related to a specific information task
- Learners cite the source and/or author for the selected digital information
Principals of Inquiry-Based Learning
2. Teaching for Deep Understanding
3. Importance of Assessment
4. Appropriate Use of Technology
8. Ethical Citizenship
Essential Question.
Why do people continue to pursue the concept of a utopian
society, even though there has never been a successful attempt?
society, even though there has never been a successful attempt?
Introduction.
“We want our Utopia NOW!”
― Sinclair Lewis
From "The Ones Who Walk Away from Omelas":
"They all know it is there, all the people of Omelas. Some of them have come to see it, others are content merely to know it is there. They all know that it has to be there. Some of them understand why, and some do not, but they all understand that their happiness, the beauty of their city, the tenderness of their friendships, the health of their children, the wisdom of their scholars, the skill of their makers, even the abundance of their harvest and the kindly weathers of their skies, depend wholly on this child's abominable misery."
Utopian societies all have the "it" mentioned in the paragraph above. Sometimes the "it" leads to the downfall of the society. Sometimes the "it" is ignored until some other obstacle prevents the success of the utopia. We must decide is "it" is worth the cost or pursuing a world of perfection.
― Sinclair Lewis
From "The Ones Who Walk Away from Omelas":
"They all know it is there, all the people of Omelas. Some of them have come to see it, others are content merely to know it is there. They all know that it has to be there. Some of them understand why, and some do not, but they all understand that their happiness, the beauty of their city, the tenderness of their friendships, the health of their children, the wisdom of their scholars, the skill of their makers, even the abundance of their harvest and the kindly weathers of their skies, depend wholly on this child's abominable misery."
Utopian societies all have the "it" mentioned in the paragraph above. Sometimes the "it" leads to the downfall of the society. Sometimes the "it" is ignored until some other obstacle prevents the success of the utopia. We must decide is "it" is worth the cost or pursuing a world of perfection.
Extended Response.
Today, you will create an extended response (short essay) arguing in favor of or against the creation of utopian societies.
The first phase of this assignment will review the Ethical Use and Utopia Essay Resources below.
The next step will be to download the brainstorming guide that is provided for you. You will then use the Chrome extension Kami to list the pros and cons of utopias, making sure to include at least one reference to a resource we have read and one reference to the resources provided in this lesson. This should help you decide which stance you will take for your essay.
Using your brainstorming work, construct a well-ordered essay in favor of or opposing the pursuit of utopia(s).
Your essay will be typed in Google Docs and submitted via Google Classroom. Both your brainstorming activity and final essay will be added to your Google Portfolio for this course. You will be assessed using the rubric included in this lesson.
The first phase of this assignment will review the Ethical Use and Utopia Essay Resources below.
The next step will be to download the brainstorming guide that is provided for you. You will then use the Chrome extension Kami to list the pros and cons of utopias, making sure to include at least one reference to a resource we have read and one reference to the resources provided in this lesson. This should help you decide which stance you will take for your essay.
Using your brainstorming work, construct a well-ordered essay in favor of or opposing the pursuit of utopia(s).
Your essay will be typed in Google Docs and submitted via Google Classroom. Both your brainstorming activity and final essay will be added to your Google Portfolio for this course. You will be assessed using the rubric included in this lesson.
Ethical Use and Utopia Essay Resources.
Review the ethical use resources at the top of this Symbaloo. They should help you determine how to ethically use and cite information.
Review the Utopia links at the bottom of this Symbaloo. Decide which one you will quote and cite in your essay. Include it on your brainstorming activity.
Review the Utopia links at the bottom of this Symbaloo. Decide which one you will quote and cite in your essay. Include it on your brainstorming activity.