CMU

1984 Lesson Plan 3 Title: 2+2=5

Standard Viewing and Media Literacy Standard 3.5 – All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources

Expectations: The students will learn about optical illusions and how these are different for each person (perception). They will also learn about ways that perception can be changed.

Materials: 1984 the book computers for my wikispace and handout

Opening: The students will reread the   part from the book in which Winston is being tortured to change his perception.

Middle: The students will now go to my handout. They will use this website about [|optical illusions] and also this [|link] about how perceptions can be changed.

Ending: the students will bring their findings together and have an ending discussion

1984 Lesson Plan 2 Title: Don’t Think Twice

Standard: 3.5-C2 Students will determine influences on news media based on existing political, historical, economical, and social contexts

Expectations: The students will be using the computers to create the handouts and it will help them realize what doublethink is and how it is used to manipulate people. They will then be able to relate this to today the modern uses of doublethink

Materials: 1984 the book Computers to create a flyer

Opening: Read from __1984__ starting on page 212 line that starts… “The key word here is blackwhite.” This is a definite and serious definition of doublethink and will help them with the flyer. Then they will follow to this [|link] and read the first two paragraphs which is a simpler definition and relates to today

Middle: Students will read and analyze the [|handout]. Student will (in partners) create a flyer advertising an aspect of doublethink (make a flyer trying to get people to believe something that is clearly not right) this [|link] will be helpful in the modern uses of doublethink

Ending: Print and share the flyer with me!

__1984__ Lesson Plan 1 **Title of Lesson: There Shall Be No Fun In Sex!** **What the students understand when they finish your lesson with you:** a) How the government can [|control sex.] b) What the purpose of the [|government controlling sex is]. c) How this fits in with today's society. **Main Standard you are achieving**   Viewing and Media Literacy Standard 3.5 – All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources.  **Materials Needed and Technology Used:**   a) Computers to look out and answer the handout b) Access to youtube.com for video  **Opening Activity Description**   A clip about sexual repression to today's society. Students will use the information given in the discussion later on in the lesson. media type="youtube" key="D_kiKz1kYkw" height="344" width="425"=== === **Middle/Main Activity Description**  a) The students will discuss and analysis the quote on the following [|worksheet] and complete the questions. b) There will be a discussion about the quote after the hand out is finished. Also incorporated will be the clip of the sexual repression of today's society. **Closing Activity Description**  The Students will make a final relationship between the clip they saw at the beginning of the period to the discussion throughout the class and also to the sexual repression in our society today.

**The Strongest Memories**
Sitting across from me in his office chair (and his favorite outfit, the standard sweatshirt and khaki shorts), my father sat to speak to me about the [|Vietnam War]. Before I could ask a single question, my dad reminded me that, "I was young Caitie, I was young at the time. I don't know how much I will remember." He was a young man of only 15 when the war started. But after an initial drought when he gave only one word answers, he started to really open up and it was like turning on a faucet. When I started off with asking what his strongest memories are, he looked down at his lap and then back at me and murmured simply, "death." Anything else? I tried to ask him specific questions to help trigger his memory but nothing seemed to be working. I was just about exhausted with him and his atrocious memory when I finally said something that clicked. "High school?" I asked him, "was there anything at your high school that had anything to do with war?" Finally a reaction, a memory. He told me about candlelight vigils held every Friday night at his high school, and this thought led to other memories about the excessive amount of protesting all through his town. Peace protests drew all kinds of people into the save-the-world kind of attitude; the hippies. Yes, my dad can't deny it, he was a hippie too; I have seen the pictures to prove it. Along with these mellow, love-the-world type of people, the more deranged, maniacal groups surfaced too. The Black Panthers and the people responsible for the horrors of Kent State are also large parts of my dad's memories. Another strong memory was about [|Khmer Rouge's "killing fields."] "Sad," he looked at me and said, "it's sad how much hatred was involved with the people not fighting, when we should have focused on the war and the people who were fighting." Most of my dad's memories have to do with how the war directly affected his family. His family lived in a safe middle-class suburban area of Northern New Jersey, where the most drastic events had nothing to war and much more to do with who hated who that week. With seven brothers and sisters, my dad lived in a hectic house where there was always something going on. Only one major event affected any of the eight brothers and sisters but it was a life changing experience for my father's only brother; the [|draft]. My Uncle Bobby was drafted into the war and was stationed in Germany. Although he never went to war, he came home looking for a job that he thought would be a prestigious as being a soldier. He became the fire chief of Wyckoff, New Jersey, where he lived for many years after his experience in the draft. When I asked him about anybody in particular that he knew fighting the war (besides his brother who was drafted), he couldn't think of anyone specifically; he does remember people telling him all about the horrors that soldiers experienced and the result; [|post traumatic str][|ess disorder]. Soldiers returning to their previous lives from war suffered greatly and the people around them suffered also. Although the war had a lasting affect on many soldiers' psyches, it also was a time of tremendous change. "Total whirlwind of change," my father remembers, "At home, [the war] broke down the structure of thought." This is where he got really animated, his hands flying around his face as he spoke of political riots occurring around both Democrats and Republicans. Young people started to get involved in politics and helped to change the infrastructure of politics to gain more power for ideas the possessed and supported. He also believes the war helped freedom of thought within the country; as a result of the violence people got involved. He recalls the 1968 Democratic National Convention, where such a great amount of protesting went on it incited the writing of a script about seven protesters put on trial after the DNC, "[|The Chicago Seven] ." When I asked him how informed he felt about the war by the government, his arms flew up in anger. "Informed?" he basically spat at me, "I was not informed at all. Nixon and Lyndon Johnson, did not keep people informed." Wow, tell me how you really feel. After reading [|The Things They Carried by Tim O'Brien], I was anxious to hear my dad's answer to a major question in the story: do you believe going to war is something to be proud of or something cowardice? He thought carefully for a little while before settling on a very neutral answer: "Each war has its own merits." He would not delve any further than that into the question and seemed eager to move on. He did make of point of telling me how proud he was of our soldiers during not only the Vietnam War, but also the Iraq War today. He made the distinction that he is "not proud of war" but he is proud of the soldiers who fight everyday for the valor of their country. When I asked him if he had been drafted what his reaction would have been, his reaction was typical of many people; he would have been angry. He would have felt cheated out of an amazing time in his life because the last of his teen years would have been spent in Vietnam, but he would have gone. Even though he didn't believe in this war of any war, he could not have deserted his country if they asked for him. He believes too strongly in his morals. Now is that a good thing, or a bad thing? "My morals might have gotten me killed," he responded, and he was very right. It was a tumultuous time in American History and after living through a time like this, I could see where the war had really affected my father's life. He looked at war differently after Vietnam; it was not as cut and dry as it once seemed. It is an life-altering decision to send people to war, and even at his young age, my father started to understand the consequences of capricious actions. Memories. Even though he said he would not remember, events like this will never be forgotten. (There is a podcast about how long the Vietnam war lingered on after it was over on iTunes called A380 The Vietnam War)

media type="youtube" key="dP4GaprkAJg" height="344" width="425" This video deals directly with both the Vietnam War and the novel we studied in class, __The Things They Carried__.