Learning is Change

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.

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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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Cores 1+4:

1. (Write-on)
2. What are the major flaws with More’s Utopia?
• Draw a picture of what you think could go wrong in his vision of a perfect society.
3. Check-in on Personal Curriculum.
4. How are the French Utopians different in their depictions of Utopia?
5. Extensions:
• What kind of ideas seem to be reoccurring in the different utopias?

Core 2:

1. (Write-on)
2. Take Rev-It-Up Quiz.
3. What would be your own personal dystopia?
4. How does your personal dystopia compare to that of Harrison Bergeron?
5. Extension:
• If you haven’t finished your SAP, e-mail it to me tomorrow.

Core 3:

1. (Brainstorm-on)
2. Decipher the writing identity of your fellow students.
3. Extension:
• Read your AR book.

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Cores 1+4:

1. Write-on: What is the most important aspect of the Utopia within your head that you would like to bring out into the real world? Why?
   • 
2. Take a look at the original concept of utopia from Thomas More.
   • What does his vision of Utopia say about his time period?
3. Extensions:
   • Think about and be prepared to answer tomorrow: Do you think that it is possible to get your message of Utopia out without preaching it?

Core 2:

1. Review-it-Up/On
2. Brainstorm ideas about utopias and write down ALL responses:
   • 
   • What words come to mind when you think about utopia (perfection)?
   • What changes may have taken place as humans redefine the term utopia (perfection)?
   • What things or places might be considered utopian (perfect)?
3. Categorize the things or places that were written down.
   • How could you categorize these ideas into groups?
   • What could you call each group? Why?
   • What are some similarities of utopias?
4. Brainstorm a list of things that man throughout the ages would consider utopian?
   • What can you say about these things?
   • What do you call each of these groups? Why?
   • Are the following characteristics of utopias: paradise, heaven, new worlds, perfection of some sort? Why or why not?
5. Make generalizations about utopias and human’s changing ideas regarding them.
   • What can you say about utopias that is usally true? How are our examples alike?

• Humans have been searching for or trying to create a utopian world in some way since time began.
• Humans corrupt their utopia after finding it or creating it.
• Each human strives to create his/her own personal and societal utopia.
• Dreams memories, nature, emotions, and time help shape our ideas regarding utopia.
• Individuality can be lost in our quest for utopia.

Extension: Finish your SAP for tomorrow (for Extra Credit) or Friday (to be on time). All SAP work turned in after Friday will be considered late.Core 3:

1. Write-on (a companion to your extension from Friday about Democrats and Republicans): Why is it important to take a look at the belief structure of a political party?
2. How is it easier to see the similarities and differences when you have analyzed a belief structure rather than a term (Democrat or Republican)?
3. What does this poem mean?
   • You have only eightEight to break the code:Something does;Specialize them bothWith modifier single, phrase, or clause;Add some more of the same if you like,But then you’ve shot your bolt(Except for the lightening boltTo scream with; you’ll need that.) With these weak toolsWe try to probe the universe.These are the chains that bind and leadTo what and where our fate allows.They bless and blastSmile and frownSing and soar, divide and drown.Are they God’s keysOr Satan’s gown?Community of eightLead us to the gateMake us speak in tonguesFill our spirit lungsTruthful beauty beHelp your servants see.(B Bauld)
4. Extension: How is this poem an example of image grammar?

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Cores 1+4:

1. Write-on: How does you concept of utopia (your idea of perfection) influence your idea of existence? (How are utopia and existentialism (the questioning of existence) related?)
2. Go over questions from How the World Was Saved.
3. Take a look at the original concept of utopia from Thomas More.
• What does his vision of Utopia say about his time period?
4. Extension:
• Read AR Book.

Core 2:

1. Rev-It-On
2. What is a smart mob?
• What is their take on social action?
• Are we creating Smart Mobs?
3. Continue to work on Social Action Plans.
4. Extensions:
• Finish SAP for Friday (Thursday for E.C.)

Core 3:

1. Discuss-on: How will you make sure that each one of your writing style descriptions does not turn out the same? What will you specifically looking for to differentiate them?
2. Research each blogger’s writing style from our class and collect writing style “data” for you to use on Thursday in order to decipher which anonymous writer is which.
3. Extension:
• If you do not finish, please finish at home.

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Cores 1+4:

1. Blog-on: How would you describe the act of creation? (What goes through your head when you are creating something? How do you know when you have created something?)
2. Turn in your Harrison Bergeron Google Doc: What did you learn through this process? (Have someone read your reflection paragraph.)
3. So far we have taken a look at a utopia/dystopia that sets restrictive limits upon its citizens. What would happen if we took a look at a story that revolves around creation?
   • Read: How the World Was Saved.
   • What kind of balance is required between creation and destruction?
4. Extension:
   • If you had a machine that could create anything, would you use it? Why or why not?

Core 2:

1. Rev-It-On
2. What happens when people rip-off your social action plan? Is this what we want, or is it going too far?
   • In 2008 we will have the Intel’s Classmate ($250), Zonbu notebook ($279 + $14.95/month), Asus Eee laptop ($299-399), Nokia Internet Tablets ($150-$299), Nova NetPC “thin client” system (around $80/unit), and the OLPC’s XO laptop ($200).
   • The newest $75 laptop.
3. Work on your Social Action Plan for finalizing.
4. Extensions:
   • Finish your SAP for Thursday.

Core 3:

1. Blog-on: What is it about someone’s writing that makes it distinct from another’s writing (what makes it unique)?
2. Style search:
   • Your next Academy Authentic will not be published to your blog, nor will it be shared with anyone. It will be used as a way to see how well each of you are able to spot a writer’s style. You will write up your next Academy Authentic using Google Docs and then you will export it as a Word File, sending it to me via e-mail (or you can write the whole thing in word if you prefer). I will print them out and we will see who can match the style to the author the best.
   • Of course, you will have to read one another’s blogs in order to establish what kind of style you are looking for, but that will all be a part of the process.
     • Today: Write your own piece. It must be at least a paragraph, but it can be longer.
     • Tomorrow: Research your fellow students’ blogs for hints as to their style
     • Thursday: Turn your piece in before school so that I can print them out and we can see who knows style the best. There will be a prize for the most right answers. (Plus, I will be participating too.)
3. Extension:
   • Finish your Academy Authentic for Thursday.

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Cores 1+4:

1. Discuss-on: Why is easier to achieve equality by catering to the lowest common denominator rather than letting everyone achieve at a high level? How can we achieve equality in the second way better in the future?
2. Continue to answer the questions from Harrison Bergeron, and don’t forget to do this step:
   • When your group completes
     the questions, you may drop the handicap, but I would like your group to write a
     paragraph about what problems you encountered in your group, what you did to
     accommodate all handicaps, and what you learned. Address the question “Do equality and sameness mean the
     same thing?”
3. Extension: Write out an answer to the following question:
   • Do you think that the Handicapper General was handicapped? Why or why not?

Core 2:

1. Rev-it-on: Organize a word.
2. Take emotions survey:
   • Girls
   • Boys
3. Continue to work on your SAP:
   • Check all Six requirements to make sure you have done everything correctly.
   • If you do not have a role in finishing your SAP, you need to ask for something to work on. Delegate the jobs. If you truly do not have something to work on, you may start working on your next Academy Authentic.
4. Extension:
   • Continue to work on SAP.

Core 3:

1. Write or Blog-on: What is there difference between an idea and a belief?
2. Why is it important to know how to string together a long sentence such as this one?
   • Write down all of the ways that you can think of to join together two ideas (words, punctuation, or combinations of words and punctuation).
3. What happens when you string enough beliefs together?
4. What idiologies/-isms/structures of belief exist today?
   • How do you think they got started?
5. Extensions:
   • If you are republican or a democrat, what kind of belief structure to you believe in?

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