Avoiding the Path to Panem

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Avoiding the Path to Panem

Description:

In this unit, students use evidence from the text of "The Hunger Games" to infer what events or series of events might have led to Katniss’s world. Students use primary source documents found through research to support their analysis. As students’ expertise emerges, they communicate and inform others about how we can avoid a similar path in our world. The culminating task of this project-based unit is for students to write an informative essay analyzing the evidence of a social, political or environmental issue we face (e.g. sustainability, poverty, war, racism, economics) that may have led us to Katniss’s world. Included in this analysis are specific recommendations of what can be done now to avoid this scenario. Students present their analysis and recommendations through a social network space (Glogster) with a call to action and an opportunity for others to respond to the vexing problems of our world.

Education Levels:

9, 10

Subject:

Sociology, Current Events/issues, Writing (composition), Reading, Process Skills, Literature

Resource Type:

Unit of instruction

Medium:

PDF

Fee Status:

Free

Beneficiary:

Students

Online provider:

Educurious

Show more properties

Keywords:

Dystopias, Collins, Suzanne, Primary source documents, Research skills, Social control

Mediator:

Secondary school teachers

Publisher:

Educurious

Is Part Of:

http://educurious.org/

Language:

English

General

Essential Resources:

Computers with Internet access; Copies of "The Hunger Games" by Suzanne Collins

Learning Time:

1 week

Referenced Resources/Versions

Required Learning:

http://hg.educurious.org/video/try/hungergameschallenge/GaryRossDirecting.mobile...

Required Learning:

http://hg.educurious.org/video/try/hungergameschallenge/GaryRossSchool.mobile.mp...

Required Learning:

http://hg.educurious.org/video/try/hungergameschallenge/GaryRossWriting.mobile.m...

Subjects/Topics

P21 Subject:

Communication Skills, Language Arts, English

Instructional Methods

Assessment Method:

Curriculum based assessment

Learning Outcomes:

Learning Outcomes:

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Reading Standards for Literature

Key Ideas and Details

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Writing Standards

Text Types and Purposes

2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Writing Standards

Production and Distribution of Writing

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Writing Standards

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Speaking and Listening Standards

Comprehension and Collaboration

1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

This data provided by the Achievement Standards Network

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