When students read The Giver, they are often amazed and frustrated by the lack of choices the members of the community have.Just as startling is the state of ignorance in which Jonas and the other community members live.  The community in The Giver was created as a utopian society; however, things went very wrong in this "perfect world."  Now it is your turn to create your own utopia.

The Task

The year is 3010.You and your team members have been given the opportunity to start a new society on a deserted island that is fully equipped with all needed amenities and modern technology.The island is not owned or under the influence of any nation.It is the responsibility of your group to inhabit the island in any manner that you choose.By completing the following assignments and working cooperatively, your group will build the Perfect Society and will introduce your society to the class. 

The Process

Step One:  What is a Utopia?
 

Use the following web sites to research the concept of "utopia."  The secondweb site has lots of detailed information on utopia.  As a group decide whichparts are relevant to your project, and split the reading up into sections.  Thatway, each member can read a section and report back to the group.  Do yourresearch and then discuss which of the information you'veacquired will be shared.  As a group, come up with a definition of utopia.  Tell whatutopia means to your group.

Step 2: Research utopias

Visit the four sites of utopias that exist today.Pick two that your group likes and using a Venn Diagram compare and contrast two of the utopias then write a two page essay comparing and contrasting the two utopias.

Step 3:Choosing a type of government

Since the island is not owned or under the rule of a nation, you must decide on the type of government you wish to live under.View the power point presentation on the forms of government.Using the web on the forms of government , fill in the information regarding the four major forms of government, Dictatorship, Oligarchy, Direct Democracy, Representative Democracy.After you have the information on each of the form of governments, your group must decide the form of government that you wish to have.You may mix various aspects of different forms of government and create something new then write a one page description of your government.

Step 4:Choosing a leader

You now need to choose a leader(s) for your society.Visit the two following sites that discuss the qualities of a good leader.

Qualities of a Good Leader
More Qualities of a Good Leader
 

Step 5:Aspects of your society

For each of the following items write one paragraph describing how each aspect fits into your society.

Plant and animal life

Climatic and geographical features

Family units and child rearing responsibilities

Education

Transportation

Energy sources

Employment

Distribution of property and wealth

Inter Community relations

The Media

Fashion

Leisure

Sports

Crime

How the elderly are taken care of

Music/entertainment

Evaluation

Your group project will be graded in the following manner:

Step 1:What is a utopia?5 points

Is your definition based on information you learned from the two web sites that you examined?

Is your definition in your own words or just copied from the two web sites?

Is your definition clear and easy to understand?

Step 2:Research utopias—- Compare /contrast essay20 points

Step 3: Choosing a type of government - One page description

 20 points

Grading Rubric for Steps 2,3,4

Proficiency Level - Expert - 20-18 points

Student work reflects a thorough understanding of purpose and audience.The controlling idea is clear and concise and makes a judgment on the topic(s).The controlling idea is consistently developed and is based on established criteria.All facts and details are relevant and accurate.References to text are effective and are quoted and/or paraphrased correctly.An attention getting introduction, richly developed body paragraphs, and a powerful conclusion are present.Organization of ideas is evident with clear connections and smooth transitions.All paragraphs include a main idea and supporting details.Transitional words and phrases are used skillfully.Precise and appropriate language is used in a unique and original way.Vocabulary from the text/genre is appropriately used.Sentences are complete and are varied in style and length.Consistent control of spelling, grammar, and mechanics is demonstrated.Errors do not hinder comprehension.Paper is neat.

Proficiency Level 3 – Practitioner - 17-15 points

Proficiency Level 2 – Apprentice - 14-10 points

Proficiency Level 1 – Novice - 9-5 points

Proficiency Level – 4-0

Novice - 8-5 points

Proficiency level - 0 –4-0 points

Conclusion

After your group finishes this project you will be working in groups completing activities to develop your utopia.You will be able to choose activities that your group is interested in creating.The activities can be found on the following siteDesign for Differentiation .Once your group is finished with all requirements you will share your society with the class.

Credits & References

·Debbie Keller’s WebQuest “Create Your Own Utopia”

·Inspiration 6 software was used for the graphic organizers

·Lois Lowry’s The Giver was read by the students

·The article by Zimmerman/Lehman, "What Makes A Good Leader"

·Diane Vaughn’s article "What Makes a Good Leader?"

·Project grading rubric designed by Jeff Dunham 7^th grade English teacher from Vestal Middle School

Teacher Page

This project was created as part of a Design for Differentiation Goals 2000 project.The complete project can be found on this site.Students need to have read The Giver by Lois Lowry.Student then are put into differentiated groups and design their own utopia.

New York State English Language Arts Standards

Standard 3:Students will read and write for critical analysis and evaluation

• Analyze, interpret, and evaluate information, ideas, organization, and language 
• Make precise determinations about the perspective of a particular writer by recognizing the relative weight they place on particular arguments and criteria
• Evaluate and compare their own and others' work with regard to different criteria and recognize the change in evaluations when different criteria are considered to be more important
• Understand that within any group there are many different points of view depending on the particular interests and values of the individual, and recognize those differences in perspective in texts and presentations
• Evaluate their own and other's work based on a variety of criteria and recognize the varying effectiveness of different approaches
• Present clear analyses of issues, ideas, texts, and experiences supporting their positions with well developed arguments
• Develop arguments with effective use of details and evidence that reflect a coherent set of criteria
• Use standard English, precise vocabulary, and presentational strategies effectively to influence an audience