Vista del Lago High School
Mr. Crean
Science Fiction as Literature
Syllabus/Contract
"The most powerful works of SF don't describe the future - they change it." - Annalee Newitz
Instructor: Patrick Crean
 B.A & M.A. (Literature)
Office Hours/Prep Period: 7:15-7:45am & 9:40-11:15am in H204
How to reach me: 916-924-2419 Ext. 410364
Email: pcrean@fcusd.org
Website: Please see link on Vista del Lago teacher webpage
Additional Resource Site: http://sites.google.com/site/mrcreannet/ (mrcrean.net)
Course Description and Goals: SF is a one-term class in which students will define,
analyze, and interpret the genres of SF through influential works in novels, short stories,
television and film. This elective class will include expository, persuasive, and descriptive writing as well as analysis of both
fiction and non-fiction materials related to the overall genre of SF. Students are expected to respond to course works
critically and creatively as well. The underlying approach to the study of SF will be a synthesis of the three traditional
approaches: 1) "The great texts" approach, in which the focus would be on specific SF texts and genres and their critical
analysis and what made them great. 2) "The ideas in science fiction" approach, dealing with how SF stories can be used to
dramatize and/or metaphorize contemporary problems. 3) The the historical approach—what is science fiction and how did it
get to be that way? By the end of the course, students are expected to have an understanding of the genres, be able to
engage critically with SF texts, and to identify their broad cultural impact. In addition…
 Students will increase their knowledge of the literary genre, SF.
 Students will create their own definitions of SF
 Students will read independently, take focused notes, and respond to in-depth response questions
 Students will increase their critical thinking/analysis skills and apply these to both prose (novels, short stories, pulp
fiction) and media (TV & Film).
 Students will synthesize specific concepts and sub-genres within SF.
 Students will increase their understanding of the historical/literary origins of SF.
 Students will identify and apply the major tropes of SF.
 Students will broaden their knowledge of “classic” works of SF and of a variety of works beyond their prior
experience.
 Students will further develop formal writing skills – essay writing and literary criticism among others.
 Students will exercise their creative writing and/or artistic skills in original works that apply and synthesize concepts
and tropes from the study of SF.
Grading Percentages: Summative (major essays, tests & projects) = 70%; Formative* (response questions, class
discussions, miscellaneous assignments) = 30%
Grading Scale: A 90-100%
B 80-89%
C 70-79% D 60-69% F 0-59%
Homework (formative): You will be required to do homework in this class—not much
but enough to keep you honest and ready for the next day’s discussion. Expect at least
2-3 reading or viewing assignments per week, roughly equating to 1-2 hours of work
time.
Late Work (excused and unexcused absence): You have one day for each excused
absence to make up missed assignments for full credit. If it is an unexcused absence,
you will receive only partial credit unless you use a homework pass. If you are absent, check the agenda board (in class and
online) or ask one of your fellow classmates for the day’s assignment. Students out of school for a prolonged period of time
are required to contact me and request homework. All late work must be submitted to the designated folder near the west
entrance. Look for Judge Judy.
Re-Takes: At my discretion (usually based on time constraints), students may retake summative tests—excluding midterms
and finals. However, students must come in on the specified re-take day/s within the specified time frame. I will announce
those dates and times throughout the term. Please pay attention.
Essay Rewrites: Students may re-write summative essays (excluding
midterms and finals) as long as he/she has done the following:
1. Completed ALL formative assignments (for the current unit)
2. Meet with me personally to review their essay and determine a
re-write deadline
3. Submit BOTH a digital copy (to turnitin.com) and hard copy of their revised
essay with highlighted (underlined and/or color highlighted) revisions. If the revisions are not highlighted, I will not
re-score the essay, and the student will keep the original score received.
Extra Credit: No extra credit will be given.
Attendance and Tardiness: Refer to student handbook for the policies on attendance. Remember that attendance is
essential to receive a satisfactory grade in this class. Tardiness will not be tolerated. If you
are late to class, please enter quietly, give me your tardy slip and take your seat. Habitual
tardiness will not be tolerated. However, if there is a pressing issue that is preventing you
from getting to class on time, please let me know. If you don’t, I will assume that everything
is ok and
Cheating & Plagiarism: The Vista del Lago High School Academic Honesty Policy will be
enforced. All work you present must be your own. Copying or paraphrasing another
student’s work will be considered a violation of this policy. When writing any assignments
in which you have been required to (or have chosen to) consult outside sources, be sure to
properly give credit to the author(s) of your source(s) and include all the bibliographical
information so MLA format.
Citizenship: The citizenship grade is measured by your ability and willingness to follow the policies of this class. As an
English Department, we value courtesy, cooperation, and respect. The policies reflect this and the standards conducive to
an orderly, productive classroom environment. Therefore, the following will be used to determine your citizenship grade:
attendance and class contribution, following directions, obeying rules and protocols, and attitude.
Classroom Rules & Procedures
1. Learn from bell to bell. At the end of the period, remain in your seat until you are dismissed.
Turn off and put away (OUT OF SIGHT) all electronic devices (including headphones/earbuds),
hats, and sunglasses before you enter the classroom. Remove your backpack before the bell
rings, and leave it off until you are dismissed. He who packs up first shall be last to leave.
2. Respect the opinions, rights, and property of others. If you disagree, attack the idea, not the
person. Do your own work. Ask permission before using someone else's book, pen, notes, etc.
3. Follow discussion protocol. One speaker at a time. Listen. Refrain from arguing about procedures, grades, and other
administrative matters in class. Concerns and/or appeals should be discussed with me privately before or after class or
submitted in writing. If something is not working for you, let me know. I am not done changing and growing as a teacher and
human. Let’s discourse and come up with a solution.
4. Never opt out. Keep your head off your desk and your eyes open. Be ready to answer questions. Take
notes. (board or overhead=paper. That means if I write it on the board, you should probably write it in your notes.) And
remember, English class is not the place to do homework for your next class.
5. Help preserve the classroom as a place for learning. Eating, drinking (except water), chewing gum, and grooming
(combing hair, putting on makeup or lotion, etc.) should be done outside of class.
Calendar and Major Assignments/Units: Below is a list and brief description of the major units we will cover this term.
While I intend to cover everything, please understand that I may add or detract as I see fit—based, of course, on the needs
of the class and time frames. Each focus area/thematic section will have assigned readings and viewings and class time will
be divided into lecture and discussion, with extensive time made available for the discussion of important authors, important
works, major influences, trends and primary themes/concepts within the focus area. In addition, any questions raised by this
information will be discussed – not always answered, but discussed.
Unit 1: Introduction and Deprogramming and Unthinking
Focus: The purpose of this unit is a simple introduction to the class (assignments, requirements, background etc.).
In addition, we will explore elements of close reading (literal, figurative, inferential & evaluative) so that we can be
better prepared to understand the complexities of SF. We will also attempt to define SF by investigating what the
experts say as well as defining what SF means to us on a more personal level. Lastly, we will identify SF terms,
tropes, motifs, language and concepts relevant to the genre—including traditional symbols and archetypes.
Possible Text/s: “Science Fiction: Stories for a changing World” by Christopher McKitterick; Allegory of the Cave
by Plato; “The Lottery” by Shirley Jackson; “Lie Thee Down, Oddity” by T.F. Powys; Ray Bradbury Theater, Dr.
Who, The Twilight Zone, Star Trek and Star Trek TNG (episodes TBD); Frankenstein by Mary Shelly (if texts are
available); literary time period handouts (Enlightenment, Romanticism, Modernism and Postmodernism)
Formative Assessments: Response questions, close reading (literal, inferential, evaluative), class discussions
Summative Assessments: Begin Culminating (World Building or Research) Project
Duration: 2 weeks/January 4-15th
Unit 2: Technology Advancement, Artificial Intelligence, Virtual Realities, Cloning, DATA
Focus: In this unit, we will investigate the rise of technological advancements (from the
Enlightenment to today) that, in large part, prompted exploration itself. We will also explore the
ethical issues related to the past and possible future creation of machines with such intellectual
capabilities that mankind itself may become subservient or extinct.
Guiding Text/s: Continued stories by Issac Azimov (“The Vedt” & “There Will Come Soft Rains”),
Philip Dick, and Harlan Ellison (TBD); The Matrix directed by the Wachowski Brothers; 2001: A
Space Odyssey directed by Stanley Kubrik; Her by Spike Jonez; Black Mirror episdoes; Ray
Bradbury Theater, The Twilight Zone, Dr. Who; Star Trek and Star Trek TNG (episodes TBD)
Formative Assessments: Response questions & notes, close reading (literal, inferential,
evaluative), class discussions, response papers
Summative Assessments: Continue Culminating World Building or Research Project
Duration: 3 weeks/January 15th-Febuary 5th
Unit 3: Exploration, Alien Encounters & Time Travel
Goals: Here, we will investigate various SF texts that explore alien encounters. We will look
at two types: 1) The encounter/s that occurs through exploration (the OTHER…out THERE.)
and 2) The encounter that occurs here on earth (the OTHER…they are ALREADY HERE…).
We will continue to explore metaphorically what these encounters may or may not
represent—from an artistic and social criticism point of view, as well as investigate the alien
point of view
Possible Text/s: “Fair Game” and other stories by Philip Dick; Stories by Issac Azimov and Ray Bradbury; The
Twilight Zone, Dr. Who, Star Trek and Star Trek TNG (episodes TBD); Alien directed by Ridley Scott; They Live,
The Thing directed by John Carpenter; Close Encounters
of the Third Kind directed Steven Spielberg
Formative Assessments: Response questions & notes, short response paper/s, class discussions, SF terms and
tropes
Summative Assessments: Continue Culminating World Building or Research Project
Duration: 3 weeks/February 5th-March 2nd
Mid Terms: March 3rd and 4th
Unit 4: Apocalyptic, Post-Apocalyptic, Dystopian and Utopian Worlds
Focus: In this unit, we will investigate apocalyptic and post-apocalyptic fiction in various text forms. Traditionally,
the main protagonists in apocalypse fiction are human beings who either have learned to
adapt to the new rules that govern the end of modern civilization or who have not learned to
adapt because either the apocalypse was too recent or because they hold on to values of
civilization before the crash. Authors use this genre of fiction to predict or warn of eventual
consequences of human behavior. These stories speculate on human progress or the lack
thereof and usually emphasize an individual in a hostile or indifferent universe. We will look at
multiple texts covering an array of sub-genres.
Possible Text/s: “The Second Coming” and “Sailing to Byzantium” by W.B. Yeats; poetry by
Robinson Jeffers; The Road by Cormac McCarthy, The Walking Dead and The Last of Us;
continued stories by Issac Azimov, Philip Dick; “I Have No Mouth and I Must Scream” by
Harlan Ellison; Ray Bradbury Theater, The Twilight Zone, Star Trek and Star Trek TNG
(episodes TBD); Blade Runner directed by Ridley Scott; Mad Max films (including Fury Road); Night of the Living
Dead & Dawn of the Dead directed by George Romero; Children of Men directed by Alfonso Cuaron
Formative Assessments: Response questions & notes, short response paper/s, class discussions, SF terms and
tropes
Summative Assessments: Continue Culminating World Building or Research Project
Duration: 3 weeks/March 7th-March 31st
Unit 5: The Super Hero
Focus: From Superman to Hellboy and Rorscach, we will look at both the traditional super hero as well as the antihero—in all their complexities. We will also explore why we need heroes to begin with and what heroes might
actually look like in today’s world.
Possible Text/s: The Watchmen by Allen Moore and Dave Gibbons; “Ozymandias” (as
allusion) by Percy Shelley; Unbreakable directed by M. Night; Shyhamalan; Hellboy
directed by Guillermo Del Toro; Guardians of the Galaxy directed by James Gunn; The
Incredibles; The Ubermensch (akaThe Overman or The Superman) by Mathew Quinn;
continued stories by Issac Azimov, Philip Dick and others
Formative Assessments: Response questions & notes, short response paper/s, class
discussions, SF terms and tropes
Summative Assessments: Continue Culminating World Building or Research Project
Duration: 3 weeks/April 1st-April 22nd
Unit 6: World Building/Research and additional unit TBD (if time permits)
Duration: 3 weeks/April 22nd-Finals
Term Finals: Seniors ____________ All Others _______