Cores 1+4:

  1. Write-on:
  2. How are the French Utopians different in their depictions of Utopia than Thomas More?
  3. Extensions:
    • Finish translating the French Utopian tenets into your own words.
  4. [Flash http://academyofdiscovery.com/bhwilkoff/wp-content/uploads/squaremetaphor.swf h=616 w=785]

Core 2:

  1. Discuss-on:
  2. Two SAP presentations
  3. Continue reading Harrison Bergeron to determine how your personal dystopia compares to that of Harrison Bergeron?
  4. Extension:
    • In a paragraph answer the following question: Is equality a virtue (a source for good)? Why or why not?

Core 4:

  1. Group Write-on:
  2. Introduce 19th Century Unit using Walden:

      The mass of men lead lives of quiet desperation. What is calledresignation is confirmed desperation. From the desperate city yougo into the desperate country, and have to console yourself with thebravery of minks and muskrats. A stereotyped but unconsciousdespair is concealed even under what are called the games andamusements of mankind. There is no play in them, for this comesafter work. But it is a characteristic of wisdom not to dodesperate things. When we consider what, to use the words of the catechism, is thechief end of man, and what are the true necessaries and means oflife, it appears as if men had deliberately chosen the common modeof living because they preferred it to any other. Yet they honestlythink there is no choice left. But alert and healthy naturesremember that the sun rose clear. It is never too late to give upour prejudices. No way of thinking or doing, however ancient, canbe trusted without proof. What everybody echoes or in silencepasses by as true to-day may turn out to be falsehood to-morrow,mere smoke of opinion, which some had trusted for a cloud that wouldsprinkle fertilizing rain on their fields. What old people say youcannot do, you try and find that you can. Old deeds for old people,and new deeds for new… One young man of my acquaintance, who has inherited some acres,told me that he thought he should live as I did, if he had themeans. I would not have any one adopt my mode of living on anyaccount; for, beside that before he has fairly learned it I may havefound out another for myself, I desire that there may be as manydifferent persons in the world as possible; but I would have eachone be very careful to find out and pursue his own way, and not hisfather’s or his mother’s or his neighbor’s instead. The youth maybuild or plant or sail, only let him not be hindered from doing thatwhich he tells me he would like to do. It is by a mathematicalpoint only that we are wise, as the sailor or the fugitive slavekeeps the polestar in his eye; but that is sufficient guidance forall our life. We may not arrive at our port within a calculableperiod, but we would preserve the true course.

  3. Extension:
    • Brainstorm a list of the things that you already know about this time period.

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