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 **__Lesson Plan:__ 1984:** Book Two STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources.
 * Title of Lesson:** Ego vs. Id - Dreams

Expectations: - Students will be able to analyze the theme of dreams in the rest of the text. - Students will much more aware of their own dreams and what can come of them. - Students will be versed in basic Psychological principles as according to Freud.

Materials: - Laptop - Handout - __1984__ book

Opening : Listen to "[|Dream On]" by Aerosmith and follow along with the lyrics on the handout.

Middle : - //"Dream On" analysis// aaaaa - Write your own analysis aaaaa - Compare with Slade's analysis - //Psychoanalysis// Ego - functions with the //rational// part of the mind Id - functions in the //irrational// and //emotional// part of the mind aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa - Sigmund Freud - //Discuss the following// : “I'll do my dreaming with my eyes wide open, and I'll do my looking back with my eyes closed” - Tony Arata aaaaa - "Looking back" --> Past aaaaaaa - Winston realizes the past about his family during a dream - //Personal Dreams// : aaaaa - Name and discuss the most significant dreams each person has had. Did any realization come of it/them? (verbally) - Identify any part in __1984__ where Winston comes to a realization from a dream (handout)

Closing : - If so much more is accomplished while dreaming, then why wouldn't our opportunistic society dream as often as possible? aaaaa - WILD and DILD are terms relating to Lucid Dreams. Read the next two links to find out more. <span style="color: rgb(255, 255, 255);">aaaaaaa - [|Definition] of Lucid Dreams <span style="color: rgb(255, 255, 255);">aaaaaaa - [|Experimentation] <span style="font-size: 200%; color: rgb(38, 70, 207); background-color: rgb(255, 255, 255);">

<span style="font-size: 200%; color: rgb(38, 70, 207); background-color: rgb(255, 255, 255);"> <span style="font-size: 200%; color: rgb(38, 70, 207); background-color: rgb(255, 255, 255);">**__Lesson Plan:__ 1984:** Book Three

**Title of Lesson:** Erasing Memory

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources.

Hook: Take this quiz individually and share your results with the group - Who in the group was the most trusting? The least?

Middle: - Analyze the different relationships you have had with friends. Have you trusted them fully? Somewhat? Not at all? Compare with the group. - Read through pgs. ## in __1984__ and decide whether or not you think Winston and Julia trusted each other. - Recall Winston's recollections of Mr. Charrington and O'Brien. What about them do you think Winston trusted?

Closing: -

<span style="font-size: 200%; color: rgb(38, 70, 207); background-color: rgb(255, 255, 255);">**__Lesson Plan:__ 1984:** Book One

**Title of Lesson:** Erasing Memory

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources.

Expectations: - The student will be able use both the internet and each other to come to conclusions about memory. - Each student will have brought a new and further understanding to memory and how it is affected by everything around it.

Materials Used: - Laptop - __1984__ Book - Handout

<span style="background-color: rgb(229, 11, 11);"><span style="font-size: 130%; font-family: 'Lucida Console',Monaco,monospace; background-color: rgb(232, 38, 38);">**Hook** : [|Click here] and complete level one. - How could you complete this game if you could not remember what you did five minutes ago?

<span style="font-size: 130%; font-family: 'Lucida Console',Monaco,monospace; background-color: rgb(236, 34, 34);">**Middle** : [|Handout] and __1984__ books
 * 1) Read the following [|article]. It is a very radical view of government memory control, but - using the handout - identify at least five links between the article and the book __1984__. Try to find two quotes in __1984__ that can replace a sentence in the article; be sure to note exactly where in the article your quote would fit (hint: pgs. 58-60 contain full paragraphs regarding memory)
 * 2) Now, alone, think about three different mediums people use to enhance their memory (i.e. - calendars).

- After each person has completed their lists, they rejoin the larger group and each person shares what they wrote and discuss why each item of their lists work.
 * <span style="font-size: 130%; font-family: 'Lucida Console',Monaco,monospace; background-color: rgb(231, 35, 35);">Closing **: Go over handout as a group

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<span style="font-size: 140%; color: rgb(240, 10, 10); font-family: 'Comic Sans MS',cursive; background-color: rgb(16, 14, 14);">Interview with M.W.

<span style="color: rgb(255, 255, 255);">aaaaa Imagine dreading the mailman. Not just because you will have to stop your dog from attacking him, but because he could be carrying your death sentence. Not in the literal sense, although that is a possibility, a draft letter meant an end to the world as you knew it. This is what my <span class="wiki_link_ext">Grandfather told me about living through the [|Cuban Missile Crisis]. His tone lightened up considerably after his initial reflection. "That," he emphasized, "was my biggest fear during the Crisis." Although there was always the threat of a nuclear bomb being dropped on our soil, the more imminent threat was of being drafted into service for our country. At 20, and not attending college, he was a prime target for the draft. He recalled earlier in grade school, because the conflict between the Russians and the US was heated long before the rudimentary missile system was set up in Cuba, being drilled to crouch under a desk in the event of a nuclear attack. "Not that it would have helped us any," he added mockingly. His tone throughout the entire interview was surprisingly jovial, almost as if the mere fact that he wasn't involved in it anymore was such a relief that he had to smile. However, he took the time out of the interview in order to tell me that his tone should not be a judgment factor of the event: "It was very serious, to put it mildly." <span style="color: rgb(255, 255, 255);">aaaaa "The purpose of these bases [in Cuba] can be none other than to provide a nuclear strike capability against the Western Hemisphere" (JFK 10/22/62). These words finally stated publicly that which were being whispered privately. As my grandfather recalls the announcement, he mentions the blur of ideas that raced through his mind at that time; the ultimate thought being that a nuclear war with the other world super power, the Soviet Union, would mean the sheer destruction of the world. Cynical and yet sarcastic, he remarked in passing what a problem that would have been, had nuclear war erupted. After briefly discussing the rest of JFK's speech <span style="color: rgb(237, 18, 18);">([|audio]) ([|video])* he chose to speak about the U.S. embargo on Cuba. Apparently, US gunship were given the order to fire upon any Russian supply vessel entering the twelve-mile perimeter set up around Cuba. An attack on Russian ships by the US would have meant Russian retaliation. My grandfather then took on the role of teacher and began educating me on the background of the Cold War. According to him, shortly before the Cuban Missile Crisis [|peaked], there was a U.S.-initiated operation in place known as the [|Bay of Pigs]. Although our country had promised aid to the Cuban rebels once the attack had commenced, we offered none once the slaughter ensued. My grandfather then clicked his teeth out of disappointment, making a "tsk" sound. By not supplying aid, he said, "We alienated our country from the Cuban factions, both Castro and the anti-Castro rebels." In order to fight a more united Cuba, once the rebels lost, more force was required and an increase in force meant upgrading to nuclear firepower. As if scolding a child's past actions, he told me of the fear involving the nuclear power the "gray area." People, including scientists, still could not be positive about the long term effects of detonating a nuclear weapon. In short, the US government shied away from nuclear power because of, "all its implications." <span style="color: rgb(253, 252, 252);">aaaaa While we were on the topic of government I asked him what he thought of JFK's maneuvers during the crisis. Did he agree with everything his President did during the crisis? "Categorically yes!" He replied whole-heartedly. It was the Kennedy brothers, he insisted, John and Robert, who showed their true leadership abilities when they diffused the situation. "Sages," according to my grandfather, the Kennedy brothers realized something many world leaders wouldn't even consider: in order to please both sides (US and Soviet Union), an agreement must be reached in which both countries could save face. In order to do this, JFK worked tirelessly with the Soviet leader, [|Nikita Khrushchev], and agreed that the US would not invade Cuba. In return, the Soviet army would disband the rising missile bases. This was not the first stroke of genius that the Kennedys had during their time in power. My grandfather then listed two more specific accounts of political brilliance executed by the brothers. The first was that, "Robert Kennedy could be creditted with stopping nuclear annihilation." RFK recognized that his brother's Soviet counterpart, Khrushchev was facing the same politcal pressure that the US administration endured. Because of this, he disregarded and at times did not even respond to Khrushchev's ranting messages until constructive information was discussed. With pure admiration written on my grandfather's face, he then recalled the second specific event which demonstrated the Kennedy brothers' genius; only this time it was President Kennedy who stepped up. After the US's [|UNinvolvement] in the Bay of Pigs massacre, JFK did something that was novel to the country, something that hasn't been since. JFK held a press conference in which he flatly apologized for his part in the Bay of Pigs. This acceptance of responsibility - and blame - was followed by a promise to the American people (something as common as a greeting in today's political world) to never take part in or support any unorganized invasion. The difference between this promise and the ones that have littered past Presidential debates is that JFK kept his promise. "Unlike George Bush, Senior that is, who swore to the American people that their taxes would not be raised, only to have them raised as soon as he entered office, JFK did not ever commit another atrocity such as that of the Bay of Pigs." <span style="color: rgb(253, 252, 252);">aaaaa Despite the valiant efforts of the Kennedy brothers however, war was still a real threat to the country. The interview took a grave turn when I asked him if he ever felt that his own life was in danger. "Yes, war itself is dangerous and we were damn close to it." More specifically, when discussing nuclear possibility, the American people were aware of three specific and likely targets of an attack: Florida, Washington D.C., and New York. The latter affected my grandfather. He lived in Brooklyn at the time; inconveniently located near the Brooklyn Naval Yard, a military target. For him, this brought the war to a "personal level." With the situation heating up and Russia seemingly on a war path an attack could have come at any time. Fortunately, the situation cooled slightly, sending fears of the draft to the "back burner" of people's minds, namely my grandfather's. <span style="color: rgb(248, 247, 247);">aaaaa The enduring affects of the crisis were deeply rooted in the American psyche. The minutes spent watching the clock and listening to the radio (there were no televisions in houses), waiting for a declaration of war or a sonicboom are etched into the minds of the Americans living during that time. Although the crisis had been temporarily averted, my Grandfather was convinced that a nuclear war was inevitable. To the joy of those succeeding generations, my Grandfathers convictions have not yet come true and, at least at the moment, are not on the agenda for the government. <span style="font-size: 150%; color: rgb(244, 16, 16);">* Recommended version

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