Part one; Dystopian Literature Answer 2 question in 3-5 paragraphs each, articulate college level content referenced from any edition of , “Literature for Today’s Young Adults, by Alleen P. Nilsen” Chapter on: Fantasy, Science Fiction, Utopias, and Dystopias.
The Actual Assignment PART ONE
Explain and consider dystopian literature. Discuss why dystopian literature is a popular YA genre and what adolescents may benefit or not from reading it. Be sure that you reference your reading support your assertions. In 5-7 paragraphs answer the 3 questions listed, separately and individually as answers 1,2, & 3.
1.- What counts as fantasy, supernatural, science fiction, utopia, and dystopia in adolescent literature?
2.- Why is dystopian YA literature so popular?
3. What adolescents may benefit or not from reading it?
This week we will read about dystopian literature, which has been a wildly popular genre in YA literature, as is evidenced by the popularity of the The Hunger Games trilogy as well as the Veronica Roth Divergent series. Perhaps the most widely read dystopian novel in middle grades is The Giver. Not a spring semester passes without my observing an intern using the novel during student teaching.
4. Download and read the handout distinguishing utopian and dystopian literature. This handout is from NCTE and ILA’s website ReadWriteThink, which is an excellent source for lesson plans, strategies, and handouts.
Dystopias: Definition and Characteristics: Utopia, A place, state, or condition that is ideally perfect in respect of politics, laws, customs, and conditions. Dystopia, A futuristic, imagined universe in which oppressive societal control and the illusion of a perfect society are maintained through corporate, bureaucratic, technological, moral, or totalitarian control. Dystopias, through an exaggerated worst-case scenario, make a criticism about a current trend, societal norm, or political system. Characteristics of a Dystopian Society• Propaganda is used to control the citizens of society. •Information, independent thought, and freedom are restricted. •A figurehead or concept is worshipped by the citizens of the society. •Citizens are perceived to be under constant surveillance. •Citizens have a fear of the outside world. •Citizens live in a dehumanized state. •The natural world is banished and distrusted. • Citizens conform to uniform expectations. Individuality and dissent are bad. •The society is an illusion of a perfect utopian world. Types of Dystopian Controls Most dystopian works present a world in which oppressive societal control and the illusion of a perfect society are maintained through one or more of the following types of controls: •Corporate control: One or more large corporations control society through products, advertising, and/or the media. Examples include Minority Report and Running Man. •Bureaucratic control: Society is controlled by a mindless bureaucracy through a tangle of red tape, relentless regulations, and incompetent government officials. Examples in film include Brazil. •Technological control: Society is controlled by technology—through computers, robots, and/or scientific means. Examples include The Matrix, The Terminator, and I, Robot. •Philosophical/religious control: Society is controlled by philosophical or religious ideology often enforced through a dictatorship or theocratic government.
The Dystopian Protagonist •often feels trapped and is struggling to escape. •questions the existing social and political systems. •believes or feels that something is terribly wrong with the society in which he or she lives. •helps the audience recognizes the negative aspects of the dystopian world http://www2.ncte.org/statement/material-selection-ela/
The Actual Assignment PART TWO
1. Analyze/summarize, Nancy Farmer’s The House of the Scorpion.
2. Discuss of The House of the Scorpion, how it may or may not fit the genre of historical fiction? How Teachers utilize the Dystopian Protagonist Controls as beneficial learning properties. 5-7 paragraphs