Rational+for+Man+vs.+Society+Lesson+Plan

Caleb Benham Jeffrey S. Jaskiewicz LAE 4335 February 18, 2009 Rationale: Man vs. Society Human beings across the globe mold themselves to fit into the niche their society provides, regardless of the benefit or harm risked for other members of society. Twentieth century examples of harmful followers are Adolf Hitler’s Nazis and Storm troopers, terrorists, and extremist nationalist organizations. In all extreme instances of masses acting in unacceptable conduct some type of a resistance movement takes form, led by individuals brave enough to risk it all for their beliefs and compassion. Members of such groups are often persecuted upon their discovery, and in some instances pay with their lives for their beliefs. Men and women so absorbed in their fight for decency often meet selfless ends, their names examples of a cause. This rationale can be backed up according to the concept that, "Units of study [can] help students understand their roles as citizens in their communities, states and nation . . . In justifying such units . . . developing a citizenry that knows its history, laws, customs, rights, and responsibilities and uses that knowledge to act responsibly for a more equitable, democratic and dynamic society" (143). Students learn in their history classes of the men and women who stood up against injustice throughout history but unfortunately lack the courage to mimic such behavior. High school students often single one another out for their differences and form cliques that inadvertently ostracize others. The resulting alienation (not always intentional) pits students in mindsets against one another forming jealousy, anger, and loneliness. As Peter Smagorinsky said "Adolescent literature in particular often features youthful protagonists dealing with the kinds of problems that students are likely experiencing, both those that have endured across the ages and those that are more current" which applies to all our selected works (141). Sticking up for the loner in school is not every student’s ambition due to the worry of their own reputation, but what if that mentality transverses to adulthood and one can no longer stand against the injustices infringed upon themselves? The purpose of the novels in our literature unit is to highlight individuals who stood out in oppressive societies, optimistic for the future. Not all of the protagonists in //The Lord of the Flies, Brave New World,// and //1984// were successful in their endeavors, but it is the initial step toward improvement and escape from the tightly prescribed societal roles that is important. The underlying goals of the unit will be to teach students the difference between fair and unfair in a society, give them the courage to express their views, and the power to create a better world for themselves. Society is what people make it, and man is just as easily created by society so the world our future students will live in should be one that they helped create, the way they wanted to create it. Through our selected readings students will learn about culture and its effects on the human developmental process and also the psychological effects a society can create and emphasize in a human being. The ultimate goal of this unit on man vs. society will be to encourage students to think about their place as individuals in society in accordance with Jim Burke's concept of Integrating Thinking (263). Society and its levels of structure will be one of the main focuses of this unit. In William Golding’s //Lord of the Flies// students will witness the creation of an orderly society which quickly meets a barbaric and chaotic end at the hands of its member. The main character, Ralph, is forced to ostracize himself from the other boys on the island, where their plane crashed, who are paralleled with savages, refuse rules, and ultimately forget every aspect of their nature that separate themselves from animals. Jack and the hunters pursue Ralph whose contention to Jack’s primitive order threatens the newly created society on the island. Refusing to digress into the terrifyingly savage world of the hunters, Ralph fails in his attempts to save like-minded thinkers Simon and Piggy who meet their demise at the hands of the other boys. At the climatic end of the novel he is rescued by the arrival of a British battle ship which ironically would have come to the aid of its allies around the world since the action of this novel takes place during war time. In opposition to this novel parents may cite its barbaric and violent nature, but in direct contrast to this protest is the fact that the heroic actions of Ralph in a society against the thoughts of an individual and his compassion for the other boys is at the forefront of this unit’s purpose. Ralph’s individuality, although hard to maintain with the pressure forced upon him to let his thoughts lay dormant, is what makes him righteous at a time when cowardice is most convenient. Students learn from Ralph that even if one’s efforts are thwarted at every turn holding to one’s convictions is of utmost importance. Another character whose individuality ultimately leads to his destruction in a world far different than the comforts of his own is John the savage from Aldous Huxley’s //Brave New World.// Rescued from what members of the current world call a reservation, John the savage is brought back to a futuristic London where inhabitants use drugs daily and spend there free time pursing the most trivial of activities. Organized into groups through genetic breeding, John relies on the stewardship of the Alphas (the most individualistic and free-thinking of //Brave New World’s// social status) to eventually escape a society he completely disagree with. When John learns he is being followed by news reporters who are televising his escape he commits suicide. Huxley’s futuristic envisioning of the world is all but hopeful. Parents of our students would definitely have issues with the frequent drug use, sexuality, and genetic engineering. John is at an advantage when compared to the character of the other books; he was not raised in the society which he is revolting against. Having come from a humble American Indian society the horrors of this new world is shockingly apparent to John. Continuing with the importance of culture and human development, //Brave New World// proves that people are products of their environment. What students can learn from this novel is that the version of an individual created by a society is not permanent. Other characters in this novel, specifically Bernard, rebel against the order of their worlds to act in the best interest of John. The next novel in the unit is George Orwell’s //1984,// starkly different from //The Lord of the Flies// and //Brave New World// freedom of choice is not what leads to the corruption of individuals. The fault rests on the over controlling government leaders of a futuristic totalitarian society in Europe. The party’s lead is called “Big Brother” and his citizens are told he is watching all of them at all times. Literally, there are cameras all over Oceania and all actions are monitored by the government. The main character Winston Smith works as a member of the party, filtering news reports and past news to fit the demands of the party. A love interest forms between Winston and another party member, Julia, which causes Winston to rent rooms in the slums of town to get out of the view of Big Brother’s cameras. During this time another member of the party approaches Smith with information about a secret organization, The Brotherhood, which is a resistance movement against Big Brother. Winston and his lover are eventually tracked down by the Thought Police and tortured to give up information and change their views on Big Brother. At the end of the novel Winston is so transformed that when an updated report, that Winston should know is fake, is broadcasted across the country he celebrated in joy. The theme of man vs. society is represented the most in George Orwell’s //1984.// Winston lives in constant fear that his actions will be punished with violence and execution, but his individuality and desire to learn the mistakes and inadequacies of his world drive him further into despair. The government of //1984// is frightening in its consequences. The control of thought and feelings prevent any real creation or experience for its members of society. As in other events in history a secret organization forms, and although its actions are never fully revealed it is obvious that its intentions are to disrupt and eventually destroy Big Brother. The people of Oceania are forced to hide and live in privacy to enjoy any kind of freedom. All the restrictions imposed on man starts the battle against society in this dystopian novel, as important to the young adult today as the day it was published. We picked these three novels for our unit plan because they present three different kinds of societies all of which are offensive to mankind causing a backlash that is typically violent. //The Lord of the Flies// envisions a society with lack of law and order, //Brave New World// focuses on the initial control and conditioning that allows its members to be “free” to make their own choices which are already predetermined, and then the society of //1984// and its total control will end our unit on man vs. society with the most controversial and important of all the novels. Students will be forced to think outside of the box on their thought toward government and the possibilities of human development if it is influenced negatively. For most of our students this introduction to controlling societies may come as a surprise, but one of the goals is for them to learn what is harmful in these particular instances and why they would not like to live in a similar society. All of the information the students will compile through this unit will lead to several writing assignments. They will be required to keep a journal on all of their readings, write an essay on each of the books, and one final essay linking all three of the novels to ensure understanding. Works Cited Burke, Jim. __The English Teacher's Companion__. 3. Portsmouth, NH: Heinemann, 2008. Smagorinsky, Peter. __Teaching English by Design__. Portsmouth, NH: Heinemann, 2008.