Humanities 11/12th grade

Fall 2007

Julia Taylor  (Julia@compass-school.org)

The Best and Worst of all Worlds: An Exploration of Utopias and Dystopias

 A map of the world that did not show the land of Utopia would be leaving out the one country at which we are always landing.   -Oscar Wilde

Class Synopsis:  Is a perfect world possible, and if so, what would it look like?  What do different visions of an ideal--and often nonexistent-- society tell us about human nature and the cultures that they came out of?  What problems do utopias try to solve and how do these experiments deal with issues of individual freedom, money, and conflict?  At what cost would a utopia be worth attaining?  What is the purpose and/or consequence of creating and/or maintaining a dystopian society?

 These questions frame our study of utopian societies as well as the opposite, called a dystopia.

Reading:

• Copied chapters from The Utopia Reader, Ed., Gregory Clary and Lyman T. Sargent
• Selections from Utopia: The Search for an Ideal Society in the Western World, The New York Public Library
• All of Brave New World, a novel by British novelist Aldous Huxley

Viewing;

• Classic Star Trek episode: This Side of Paradise
• Possibly other clips from films, both classics and contemporary (for example, Metropolis, Blade Runner, etc.)

Activities (otherwise known as assigned, graded work):

• Discussions of reading
• Brief (1 page) written responses to reading (these may be kept together in a journal)
• Possibly one short essay at midpoint and
• Most definitely a longer one as a final: Describe your idea of a utopia
• Test on Brave New World
• Quick reading check quizzes (on novel)
• Research and presentation (w/ group) of one 19th century utopian community or concept
• Final Project: (w/groups) create a utopia that deals with social, political, and economic problems in a creative way. 

Expectations:

 

This course is dependent on you.  Your regular completion of assigned readings, written responses in preparation for discussion, and your eagerness to both talk to and listen to your peers will make this class rewarding for all of us.  I will do my best to structure interesting assignments, facilitate discussions, and give helpful feedback on assignments. I will work hard.  Please do so as well.

The specific policy around work completion is as follows:

Late work will lower your HW completion grade on report card

Reading responses in preparation for class will not be accepted late.  They are expected to be printed out or kept in a journal that you bring to class each day.  E-mailing these can only be done in extenuating circumstances (talk to me).

Your final paper grade will be lowered 1/3 a grade for each day it’s late

In order to receive credit for this course, you must hand in the final paper and pass the test on Brave New World

Other stuff:

Please print out your papers on used paper (or double–side them)

Please talk to me if you’re unclear about expectations or need help w/ writing assignments

   Potential Week by Week Focus and Events:

 

This is a tentative schedule.  We will slow down or speed up, skip, or add as we see fit.

Week One   9/27—10/3:

Introduction to the concept of a utopia.  Some historical context will be covered with a variety of mini-lectures, individual reading—and I hope some lively discussions.

Assignments: Reading and written reactions to readings (200 word minimum); a drawing in class

Week Two   10/4-10 or 11th

Look at 19th century Utopias (or NonWestern options?), research (2 sources at least) one vision with a group; delve into your assigned vision, and then learn about several others from your talented, informed peers.

Assignments: Readings from Utopia Reader; with group, teach the class creatively (of course) about your assigned 19th century utopian vision

Possible short essay assigned individually

Week Three  10/11-17 (No classes 10/18, 19):

Start Brave New World; Discuss ideas around person freedom and individual happiness; Find out about the author; possibly view a few examples of other dystopias in film history

Assignments: Read the novel; complete written questions

Week Four   10/22-26:

Discuss the novel; possibly start final project

Assignments: Written responses or questions on the novel

Week Five   10/29-11/2

Work on Final project; Finish the novel and get tested

Assignments: Final Essay, Test, and Group Project

 

**EXTRA LEARNING OPPORTUNITIES ARE OFFERED.  YOU MAY READ AN EXTRA BOOK (see below for some suggestions) OR WATCH FILMS AND WRITE ABOUT THEM.  TALK TO ME IF YOU’RE INTERESTED.

Some Possible Extra Books:

1984, Orwell

Herland,

Anthem, Rand

Handmaid’s Tale, Atwood (depressing/upsetting to some)

Time Machine, HG Wells