We are wrapping up a dystopian literature unit. During the unit, we have studied civil disobedience, dystopian characteristics in several short stories, and have written an essay evaluating the satire inherent in a piece of dystopian literature as well as the civil disobedience in that literature as well. This next week we are finishing up the unit. In addition to a test and a BreakoutEDU, I thought it would be fun to have students create their own dystopias.
View the assignment at this link.
In this assignment, the main goal is for students to have an outlet for their own voices through creativity and choice. Students get to pick an issue in their own lives or their community (or the world), and then exaggerate that issue in the form of a dystopian satire. Students get to choose the issue, and then they also get to choose how to create their dystopia. I am having all students write a quick summary of their dystopian world; however, all students get to choice how to creatively bring these worlds to life. Some of the websites I’ve suggested are Canva, Storyboard That, and Adobe Spark.
I have several digital choices that I’ve come up with including simply writing it out as an actual story, to creating an infographic or a comic or even a propaganda video. I’ve even left it open for students to propose their own ideas for creation if they want. I’m excited for all the creativity!
Students can work in small groups, pairs, or alone as another layer of choice. In order to give some audience to their creations, I’m setting this assignment up as a contest as well. As we do with most projects, students will post their work to Google Classroom and will view each other’s work. In addition, I will have students vote on the dystopia creation that they feel best embodies a dystopia, is the best example of satire, and is the most creative.