JZ

=Book 3 Lesson Activity for Sam DeBrule= How to battle psychological torture -Think of the good times before you were tortured and use it as hope - use people you love as motivation to stay alive and sane - don't forget about how you are being tortured to believe in something you do not stand for

=__1984__ By George Orwell= =Lesson on Book 3=
 * BOOK 3: The Last Human**
 * **__Standard__**
 * __Media Literacy 3.C.3 - Recognize that creators of media use a number of forms, t__[[image:mt_torture031108.jpg align="right"]]__echniques, and technologies to convey their messages.__
 * **__Expectations__**
 * My group will be able to show their understanding of how Winston's life was changed by torture
 * They will be able to analyze the methods that were used to watch, listen to, and to modify Winston's life permanently
 * They will be able to compare the torture tactics used in __1984__ and also those used in history
 * **__Materials__**
 * Laptop
 * Video of torture from __V for Vendetta__
 * Book __1984__ by George Orwell
 * Online Handout
 * Instructions for wikispaces
 * **__Opening__**
 * I will show my group a clip from __V for Vendetta__ in which a woman is tortured to find out if she will confess the whereabouts of V. She refuses to give up the whereabouts and the torture finally stops once she does not care whether she lives or dies.
 * **__Middle__**
 * The group will search for parts in __1984__ where Winston decided to stay strong, and also parts where he gives up. Students will do this by using their books or their laptops and they will write them down on the online handout from googledocs.
 * We will then discuss how Winston ultimately was conformed to a mindless follower of the party
 * Next group will research torture tactics used in history and add them to the list on the googledocs handout. They will be compared with those from __1984__ for similarities and effectiveness.
 * Directions are on the handout I give them
 * **__Ending__**
 * The group will create a small powerpoint/keynote/imovie with pictures and text about torture tactics from history that they have found in their research
 * Group will discuss if George Orwell was correct in any of his predictions

Please [|Click Here] for Video Please [|Click Here] for Handout (please copy and paste this into a Microsoft Word document because it will not be editable otherwise)

=Lesson on Book 2=
 * BOOK 2: //An Underground Society//** [[image:v-for-vendetta-logo-wallpaper.jpg width="315" height="237" align="right"]]
 * **__Standard__**
 * __Media Literacy 3.C.3 - Recognize that creators of media use a number of forms, techniques, and technologies to convey their messages.__
 * **__Expectations__**
 * My group will be able to show their understanding of how the individuals in __1984__ actively but covertly disobeyed
 * They will be able to explain how the lawbreaking acts were able to keep them sane
 * They will be able to identify specific points of the underground society in __1984__ and also from history
 * **__Materials__**
 * Laptop
 * Video of rebellion from __V for Vendetta__
 * Book __1984__ by George Orwell
 * Handout
 * Instructions for wikispaces
 * **__Opening__**
 * I will show my group a compilation of underground crimes committed by V in __V for Vendetta__ and they will be used to prove how underground rebellions start out small before they turn out big. ( in this case the explosion of the parliament building)
 * **__Middle__**
 * The group will search for "thought crimes," covert disobedience, and deliberate disobedience in 1984 using their books or their laptops and they will write them down on the online handout from googledocs.
 * We will then discuss how these crimes kept the individuals from conforming to society and becoming a mindless outer party worker
 * Next group will find underground societies that are prevalent either today or in history and add them to the list on the googledocs handout. They will be compared with those from __1984__
 * Directions are on the handout I give them
 * **__Ending__**
 * The group will create a small powerpoint/keynote/imovie with pictures and text about an underground society from history that they would join.
 * Group will discuss if George Orwell was correct in any of his predictions

Please [|Click Here] for Video or [|Here (for Mr. Saxon]) Please [|Click Here] for Handout (please copy and paste this into a Microsoft Word document because it will not be editable otherwise)

=Lesson on Book 1= == almost everything is negative
 * BOOK 1: A //Euphemized// Dystopia**
 * **__Standard__**
 * __Media Literacy 3.C.3 - Recognize that creators of media use a number of forms, techniques, and technologies to convey their messages.__
 * **__Expectations__**
 * My group will be able to show their understanding of the importance of euphemisms creating a false happiness in __1984__
 * They will be able to explain how euphemisms create a positive image in a dystopia where
 * They will be able to identify euphemisms from the novel
 * **__Materials__**
 * Laptop
 * Video of “2+2=5” by Radiohead
 * Lyrics of “2+2=5” by Radiohead
 * Book __1984__ by George Orwell
 * Handout
 * Instructions for wikispaces
 * **__Opening__**
 * I will show my group the music video of the song by Radiohead “2+2=5” and they will read along with the lyrics and compare the similarities with the dystopian society in __1984__.
 * **__Middle__**
 * The group will search for euphemisms in 1984 using their books or their laptops and they will write them down on the online handout from googledocs.
 * We will then discuss euphemisms that are used in society today
 * Next group will find euphemisms that are prevalent today and add them to the list on the googledocs handout.
 * Directions are on the handout I give them
 * **__Ending__**
 * The group will create a small powerpoint/keynote/imovie with pictures and text about euphemisms and find 3 and corresponding pictures.
 * Group will discuss if George Orwell was correct in any of his future predictions

Please [|Click Here] for Music Video or [|Here (for Mr. Saxon]) Please [|Click Here] for Song Lyrics Please [|Click Here] for Handout (please copy and paste this into a Microsoft Word document because it will not be editable otherwise)

= = = = = = = = =Interview of Robert Smith on time spent in the US Armed Forces during the Vietnam War=

When Richard Nixon became president, he implemented a [|lottery-based draft] where every man of age 18 to 35 received a number from 1-365 and the smaller numbers were almost guaranteed to get drafted while the larger numbers were almost immune. Like Robert Smith, many young men found a loophole around playing the odds of the draft by enrolling in the [|Army Reserves] for six years. "I figured that if I went into the Reserves, I wouldn't have to go into the regular army so I signed up before the draft was issued. The only regret I have was not waiting because my number was 365; basically there was a higher chance of a woman or a child going to war than me." The nervous smile. It was something that made me feel almost uncomfortable because there was a sense that it had been forced. This smile, which stretched across his face, told me how Lady (No)Luck played with him and the draft. Now Robert was part of the Army when he did not have to be. He has told me many stories about his youth, but this one was much different from the rest; he was traveling back to a point in his life that could have changed his fate forever. The next seven years would be spent as a soldier always on call to pack up and fly to Vietnam. Pain was concealed behind his eyes; he did not want me, his favorite nephew, to see that he was traveling back to an unpleasant time in his life. Robert went on to tell me that his service was not as bad as it seemed to be. For six years he drove up to Fort Hamilton every weekend to keep up with his training. "I never went to Vietnam although I was prepared to go. But I did serve as a mailman for a week. The United States Postal Service went on strike and my unit was called on to deliver the mail for week. The best part about it was that for our mail service, we were able to leave the Reserves a year and a half earlier." Although he was not a full-time soldier, Robert underwent rigorous training because at any moment, his platoon could have been called to go to fight against North Vietnamese troops. Summers were spent at South Carolina to experience boot camp; it was located there because if the soldiers could withstand the heat (and the training), Vietnam would be easy. "So I’m in training and its 110 degrees at [|Fort Bragg North Carolina]. It is home of the [|101st airborne]: The Screaming eagles. If you see an eagle on a soldier’s left arm, stay away because he is a Screaming Eagle, meaning he is one of the craziest people on this earth.” Every day at Fort Bragg, they allowed soldiers to take off their shirts and to soak it in water to prevent heat stroke. While doing maneuvers, Robert soaked his head in water from a canteen he was carrying; it seemed that the drill sergeant did not like that. “All of the sudden a drill sergeant came and smacked the water out of my hand and he told me to do 50 push-ups. I couldn’t do them because he was on my back so I told him to get off. After going back and forth, and a mixture of the heat, I was about to hit him with my rifle. He was egging me on, ‘c’mon mother fr hit me’. He told me I would do 8 years in jail if I struck him so I did not let the heat scorch my brain, and I did not hit him.” After this incident, Robert received two opposing awards: respect from his comrades, and an Article 15 from the Army. An Article 15 is where they reprimand a soldier and the soldier has to undergo a month without pay and manual labor. “I had to clean the hall for 3 weeks alone. People walk in with mud sand dirt and everything imaginable so I had to clean for a month with wax and buff. I was working from 6pm to 7am for a month." The training camps and the extensive drills were not the worst part of the war for my uncle. Only one thing really agitated the men and women of the Armed Forces: the American public. There was so much [|disrespect for soldiers] from the public that the soldiers were ashamed, and almost afraid, to wear their uniforms outside of Vietnam. "People spat on [the soldiers] on their way back from the airport in their uniforms. People would call us baby killers and torturers." He has a right to be mad because he and his comrades did not chose to go to war; they were either drafted or somehow forced into it and they did not have much of a choice. When asked about fleeing to Canada, I invoked anger in my uncle that I have never seen before. His eyes stared right into my eyes, but he was not looking at me; he was envisioning some of his close friends who had fled. He rearranged his legs to give him more leverage in the old-fashioned pink recliner. Now he was not looking at my face, but over my head and past me. "I would rather have died than [|flee to Canada] because I was fighting for my country, even if they may have made a wrong decision. It was my duty as a citizen to believe in the government and its decisions and that is exactly what I did." Robert was not sitting on the couch across from me at this point; he turned 18 at that moment and was reliving his past experiences. I figured that this would be the right moment to ask about his present-day views before he came back to his senses. "Looking back on it now almost 40 years later, I still support the government and everything that I went through. It made me who I am today; it made me a stronger person then and forever."

=Videos=

Clips of the Vietnam War. War Pigs-Black Sabbath
media type="youtube" key="FEABsKGOCCI" height="349" width="425"

Scene from __Full Metal Jacket (1984)__ depicting Vietnam
media type="youtube" key="O8vHrq39JCI" height="349" width="425"

=Podcast/RSS= Present day articles about the Vietnam War rss url="http://topics.nytimes.com/top/reference/timestopics/subjects/v/vietnam_war/index.html?rss=1" link="true" number="7"

[|Audio from an actual "Good Morning Vietnam" program]

[|Great NPR radio show about Vietnam] and about the infamous radio show [|Hanoi Hana]