Utopia vs Dystopia

Introduction

Project Utopia

Many people find themselves frustrated at the ending of The Giver because they want to know what happens to Jonas and the baby. Some are amazed while others are unsatisfied by the lack of choices the members of the community are afforded.  Just as startling is the state of ignorance in which Jonas and the other community members live. The community where Jonas and his family reside is based on a concept called utopian societies or communities.  This term will be extremely important in helping you create your own utopia.

This webquest is a rundown on your project that will be given. Follow the directions carefully and fill out each worksheet thoroughly. 

 

Task

The year is 3000 and you have been chosen with four others (five total) to create a new Utopian society on a plot of land. The plot of land is not owned or under the influence of any nation. It is also located where you wish, with a 50- to 100-square-mile radius for the society. It is the responsibility of your group to inhabit the island in any manner you choose. By completing the worksheet you are given, you will work together cooperatively to create this society. 

 

Roles and Responsibilities:

When you are brought together with your team, you will be given a card with a number on it. Each number corresponds to your role and the responsibilities behind each. 

The group will collectively decide on the name, location and five rules/laws for the overall community. These rules/laws are yours to make up and they can be as creative as you want. Try to make yours unique to your own society 

  1. Facilitator: This student moderates team discussion, keeps the group on task, and distributes work. This student will come up with ideas for the transportation system section of their worksheet.
  2. Recorder: This student takes notes summarizing team discussions and decisions, and keeps all necessary records. This student will come with ideas for the family and housing system section of their worksheet.  
  3. Reporter: This student serves as group spokesperson to the class or instructor, summarizing the group’s activities and/or conclusions. This student will come with ideas for the jobs and economy system section of their worksheet.
  4. Timekeeper: This student keeps the group aware of time constraints and deadlines and makes sure things are completed on time. This student will come up with ideas for the school system section of their worksheet.
  5. Checker: This student checks to make sure all group members understand the concepts and the group’s conclusions. This student will come up with ideas for the food production and supply system section of their worksheet. 

 

 

Process

Step One: Utopia versus Dystopia

Using this Prezi (https://prezi.com/60goykdr3kjy/utopia-vs-dystopia/), fill out your Utopia vs. Dystopia worksheet by yourself. After you have finished the Prezi and worksheet, put your worksheet in your writer's notebook for notes.

 

Step Two: Researching Utopian Societies 

Research each of the societies below with your group. Use the question to research each society and the links below for societies. 

Questions:

  • What does their transportation system look like?
  • What does their family and housing system look like?
  • What does their job and economy system look like?
  • What does their school system look like?
  • What does their agricultural (food production/supply) look like?
  • Can you visit or not? If so, how?

Society links:

 

Step Three: 

Using the Utopia Mind Map worksheet, complete each page with your group members. 

On page 1, come up with a name, location and rough sketch of a map for your society. You will transfer these to a larger poster board for the last project of this unit. 

On page 2, each person will fill out their box corresponding with the number they received at the beginning of this unit. Look at the "Task" page for the roles and responsibilities for each number. Make sure you are including all group members ideas for each, but only one person will record and present their section. 

On page 3, each member of your group will choose the most important rule/law they came up with for their section and make a set of five rules/laws for the whole community.  

Evaluation

After the groups research thoroughly and have enough information, they create their own utopian society! You will be given a handout to follow to build the base for your society. Follow each step on the WebQuest “Process” page to complete the handout. Each group will create a pamphlet showcasing their society and present it using the Elmo/DocCam. It must include the following:

  • Each Section of the handout
    • Name, location and a map of your society
    • Transportation, Family/Housing, Jobs/Economy, Schools, and Food Production/Supply
  • Make sure the pamphlet is creative, legibile and unique to your society
  • Make sure each group is actively and equally participating in the creation of your society
  • Either made on computer paper or the post-it paper provided
  • 6 to 10 minutes in length

There will be a self- and peer-evaluation rubric for the group presentation. I will give you these rubrics after your presentation and you will turn them in with the end of the unit. 

 

 

Conclusion

Using your writer’s notebook, answer these questions after your presentation thoroughly as you can.

  1. What could cause a utopian society to fail?
  2. What impacts a utopian societies structure?
  3. What could impact the people living in a utopian society?

 

After completing everything else in this WebQuest, fill out an exit slip following the 3, 2, 1 format directions on the exit slip I will handout.