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Utopian Societies

Utopian Societies. By: Amber Garvin & Lacey Corbin. Utopian Societies in the Classroom.

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Utopian Societies

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  1. Utopian Societies By: Amber Garvin & Lacey Corbin

  2. Utopian Societies in the Classroom • Utopia is a name for an ideal community or society, taken from the title of a book written in 1516 by Sir Thomas More describing a fictional island in the Atlantic Ocean, possessing a seemingly perfect socio-politico-legal system. The term has been used to describe both intentional communities that attempted to create an ideal society, and fictional societies portrayed in literature. "Utopia" is sometimes used pejoratively, in reference to an unrealistic ideal that is impossible to achieve, and has spawned other concepts, most prominently dystopia. • This text set is for use in a High School classroom, there are resources for students to do literature circles, research projects and research papers.

  3. TEKS • §110.31.02 English Language Arts and Reading • (A)  analyze how the genre of texts with similar themes shapes meaning; • (B)  analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature; and • (C)  relate the figurative language of a literary work to its historical and cultural setting. • §110.31.05 English Language Arts and Reading • (A)  analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot development; • (B)  analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils; • (C)  analyze the way in which a work of fiction is shaped by the narrator's point of view; and • (D)  demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on classical literature. • §110.31.06 English Language Arts and Reading : Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze how literary essaysinterweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event. • §110.31.08 English Language Arts and Reading : (8)  Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose.

  4. TEKS continued • §110.31.12 English Language Arts and Reading • (A)  compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts; • (B)  analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music); • (C)  compare and contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet); and • (D)  evaluate changes in formality and tone within the same medium for specific audiences and purposes. • §110.31.20 English Language Arts and Reading • (A)  brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and • (B)  formulate a plan for engaging in research on a complex, multi-faceted topic. • §110.31.21 English Language Arts and Reading • (A)  follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry; • (B)  organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and • (C)  paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number). • §110.31.22 English Language Arts and Reading • (A)  modify the major research question as necessary to refocus the research plan; • (B)  evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity; and • (C)  critique the research process at each step to implement changes as the need occurs and is identified. • §110.31.23 English Language Arts and Reading • (A)  marshals evidence in support of a clear thesis statement and related claims; • (B)  provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view; (C)  uses graphics and illustrations to help explain concepts where appropriate; • (D)  uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and • (E)  uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials.

  5. NONFICTION: Profiles: Utopian Visionaries • Item: Streissguth, Thomas. Profiles: Utopian Visionaries. Oliver Press, 1999. • Uses: For a research project or any additional information in the lesson.

  6. NONFICTION: Profiles: Utopian Visionaries • Annotation: Discusses efforts to create perfect societies by such individuals as: Ann Lee and Joseph Meacham and the Shakers, Christian Metz and the Amana Colonies, George Rapp and the Harmony Society, Robert Owen and New Harmony, George Ripley and Brook Farm, John Humphrey Noyes and Oneida, and Katherine Tingley and the Point Loma community. –Barnes and Noble • Basis: Library Journal’s review on Amazon.com says this books is an informative look at the utopian visionaries.

  7. FICTION: The Giver • Item: Lowry, Lois. The Giver. Laurel Leaf, 2002. • Uses: To use as a literature circle

  8. FICTION: The Giver • Annotation: In a world with no poverty, no crime, no sickness and no unemployment, and where every family is happy, 12-year-old Jonas is chosen to be the community's Receiver of Memories. Under the tutelage of the Elders and an old man known as the Giver, he discovers the disturbing truth about his utopian world and struggles against the weight of its hypocrisy. With echoes of Brave New World, in this 1994 Newbery Medal winner, Lowry examines the idea that people might freely choose to give up their humanity in order to create a more stable society. Gradually Jonas learns just how costly this ordered and pain-free society can be, and boldly decides he cannot pay the price. –Amazon.com • Basis: This book is generally a required reading already, it has also won the Newbery Medal and has had several great reviews from companies like Publisher’s Weekly.

  9. FICTION: Fahrenheit 451 • Item: Bradbury, Ray. Fahrenheit 451. Ballantine Books, 1987. • Uses: literature circles, additional information, research, in class reading, or homework

  10. FICTION: Fahrenheit 451 • Annotation: In Fahrenheit 451, Ray Bradbury's classic, frightening vision of the future, firemen don't put out fires--they start them in order to burn books. Bradbury's vividly painted society holds up the appearance of happiness as the highest goal--a place where trivial information is good, and knowledge and ideas are bad. Fire Captain Beatty explains it this way, "Give the people contests they win by remembering the words to more popular songs.... Don't give them slippery stuff like philosophy or sociology to tie things up with. That way lies melancholy." –Amazon.com • Basis: This is a book usually read in high school anyway. Lukemastin.com, a website on utopian literature recommends this book to read.

  11. FICTION: Utopia • Item: More, Thomas. Utopia. Filiquarian, 2007. • Uses: the main lesson to be read together in class.

  12. FICTION: Utopia • Annotation: Utopia, written by Sir Thomas More, depicts a fictional island with its own unique religion and customs. Sir Thomas More's work introduces readers into the concept of a perfect society with utopian, or perfect, ideas and beliefs. This timeless classic, originally written in 1516 and heavily influenced by Plato's Republic, is often read in schools as a required reading.–Amazon.com • Basis: This book is based on Plato’s original concepts and the book itself created the term “utopia.” It is sometimes a required reading and is a classic that has stood the test of time.

  13. WEBSITE: The Amana Colony • http://www.nps.gov/history/nr/travel/amana/utopia.htm • Uses: Research on Utopian Societies. Students would be allowed to choose between the two websites provided.

  14. Works Cited The Amana Colonies. National Register of Historic Places. April 27, 2009 <http://www.nps.gov/history/nr/travel/amana/utopia.htm>

  15. WEBSITE: The Amana Colony • Annotation: The Amana Colonies were one of many utopian colonies established on American soil during the 18th and 19th centuries. There were hundreds of communal utopian experiments in the early United States, and the Shakers alone founded around 20 settlements. While great differences existed between the various utopian communities or colonies, each society shared a common bond in a vision of communal living in a utopian society.-National Register of Historic Places • Basis: The National Register of Historic places calls the Amana Colonies a unique historical site to visit.

  16. WEBSITE: The Harmony Society • http://www.esoteric.msu.edu/Versluis.html • Uses: research on Utopian Societies. Students would be allowed to choose between the two websites provided.

  17. Works Cited Versluis, Arthur. "Western Esotericism and The Harmony Society." Michigan State University. April 27, 2009 <http://www.esoteric.msu.edu/Versluis.html>

  18. WEBSITE: The Harmony Society • Annotation: One of the most remarkable utopian communities in American history was that of the Harmonists, founded and led by Johann Georg Rapp (1757-1847) and his adopted son, Frederick Rapp (1775-1834). The Harmony Society is to this day most well known for its worldly success, which by any standard was phenomenal.-Arthur Versluis, Michigan State University • Basis: Arthur Versluis of Michigan State University calls The Harmony Society an American marvel.

  19. VIDEO: The Village • Item: The Village. Dir. M. Knight Shyamalan. Perf. Bryce Dallas Howard and Joaquin Phoenix. Touchstone Pictures, 2004 • Uses: A fun and visual way to end the lesson.

  20. VIDEO: The Village • Annotation: The latest thriller from M. Night Shyamalan is a carefully crafted, deliberately paced period piece that creates an atmosphere of unease at the outset and steadily ratchets up the suspense, culminating in a surprise revelation that completely upends the story and confounds audience expectations. It's set in a small, self-contained Pennsylvania village with all the trappings of 18th-century Colonial America. The residents have lived there for years, left alone by mysterious creatures that dwell in the surrounding forest -- as long as the villagers don't enter the woods.-Amazon.com • Basis: Futuremovies.co.uk calls The Village a “toast to the utopian ideals of pre-civil war Americana.”

  21. The End

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