Day Six

Theme:

Individualism vs. Collectivism

Objectives:

The goal is to involve students in a complex discussion of the issue of individualism vs. collectivism which arises in the assigned reading. Also, students will begin to develop a basic understanding of the premises behind this ongoing debate. By the close of class, students will compose their reactions in a spontaneous essay based upon these topics.

Rationale:

It is integral for students to possess a general knowledge of these concepts in relation to themselves. By contributing to discussion lead by the teacher, students will be more at ease with complex material. In the composition of a brief, guided essay, the ideas of individualism and collectivism will enable students to concentrate on their beliefs regarding the material presented in class and in the text of 1984. These two opposing viewpoints within society are essential aspects of our culture. Students need to have a firm understanding of different political and social views which arise in our society as a result of these two opposing viewpoints. Because advances in technology allow us to become increasingly separated from our communities, the discussion of individualism and collectivism creates a forum for students to participate in this debate, exploring the benefits and dangers of each philosophy. In addition, images of the Holocaust and World War II are prevalent in this section of the novel; therefore, we feel that it is imperative to raise these issues in our discussion to emphasize the context of Orwell's 1984.

Materials:

1984 pages 122-147
Individualism vs. Collectivism essay in student packet
A watch
Paper and writing utensils
DELRJ

Lesson:

Students will first be asked if they have any questions regarding the reading. We will then lead a discussion of individualism vs. collectivism, connecting this to the assigned reading, and we will encourage students to ask questions at any point during this discussion. Towards the end of the lesson, we will ask students which philosophy they believe is more beneficial to society and to themselves. They will need to support their decision with evidence from personal experiences. We will also attempt to have students incorporate the effects of technology on this debate. After discussion, students will write a spontaneous essay. Words we may include are: independent, generation, privilege, endless, invincible, consciousness, labor camp, human, material world, Goldstein, collectively. Again, the words used are not limited to this list.

Assessment:

Students will be assessed on their participation in class discussion, including their apparent understanding of the presented material. Their ability to relate this debate to their own lives, culture, and ideologies will indicate their completion of the assigned readings. Students will hand in their spontaneous essays at the end of class. This will also demonstrate class participation. In addition, each student is required to submit a DELRJ entry from last week's readings and discussion at the close of class.

Assignment:

Read pages 148-185 paying particular attention to Goldstein's book. Write any questions or observations regarding its message in your DELRJ.

Click here to return to introduction page.