The Changing American Dream? Rock County
WCATY On-line Program Fall 2007
Grades 7 and 8
Revised September 21st, 2007
This class, designed for grades 7-8, is an exploration of the concept of The Changing
American Dream through the medium of literature, the Internet, and encounters with people
who have a vision of the American dream today. The students will engage in reading
literature, respond to questions asked both by themselves and the instructor of the class, write
essays, creative writing stories and poetry that share their understandings of the American
Dream, and complete learning activities that will increase their creative and critical thinking
skills.
Prerequisite:
The Declaration of Independence, the United States Constitution, the
Gettysburg Address
Required:
Walden Two by B. F. Skinner
Walden by Henry David Thoreau (Posted online)
Looking Backward: 2000-1887 by Edward Bellamy (Posted online)
Anthem by Ayn Rand
Suggested:
“Walden Two Revisited” by B.F. Skinner
The Tempest by William Shakespeare
Running Out of Time by Margaret Peterson Haddix
The Silenced by Jim DeVita
General Readings: On the Internet or posted on the WCATY Moodle Website
From the Utopian Reader by Claeys and Sargent (selections):
“Greenfield Hill” by Timothy Hill 1794
*The Shaker Compendium, The Millenial Laws, and The Shaker
Covenant
*Amana, “The Twenty-One Rules for the Examination of Our Daily
Lives”
*Oneida, “System of Criticism”
*American Fourierism: “Association” by Albert Brisbane
*New Harmony: “The Book of The New Moral World” by Robert Owen
“Herland” by Charlotte Perkins Gilman
“The Day before the Revolution” by Ursula K. Le Guin
“On The Duty of Civil Disobedience” by Henry David Thoreau
“The Rights of Women” from American Moments by Albert Cullum and David
A. Almeida (Short play performed in class)
Webquest for “Anthem” http://projects.edtech.sandi.net/lewis/anthem/
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Videos (for optional viewing):
Space Odyssey 2001
Mr. Smith Goes to Washington & His Girl Friday
The Fountainhead
The Tempest
Extending Understanding (optional for all students):
Author/Philosopher investigation—Internet access only; cite web page
addresses
What motivated this American philosopher to write?
What is the historical context (In what time period did (s)he live? What
was going on in the U.S. and the world?) What was (s)he reacting
to in his/her culture/society?
Evaluate the author’s work. Was it worth it or not?
 This may be posted on the WCATY site at any time.
 Any Philosopher/writer from U.S. history may be selected for this
extension.
Pre-session activity will be used during the first face-to-face class period.
Pre-session writing assignment to be posted on the WCATY web site before
November 9th.
Students will briefly introduce themselves online and post a short story about a wellknown character or group in U.S. history. This story will require the student to make
one major change in the selected person’s life that causes the direction of that
character’s search for the American Dream to change in either a small or drastic
manner. The change may be humorous, serious or a combination, but the student/
author should be able to support the results of the change with logical arguments at our
first face-to face meeting. Students should comment online on each other’s posted
compositions with supportive and positive comments. The purpose of this assignment
is to have fun changing history and presenting yourself and your character in a funny
and/or thoughtful way that demonstrates your “wild and crazy…out of the box” thinking
about the search for the American Dream. Students should try to keep the length
between 175 and 300 words.
This assignment does not need to be read or shared with any adult. The
instructor and class will evaluate your paper for ideas and thoughts only.
Although we encourage students to always write with their very best
effort, spelling and organization will not be formally evaluated for this
assignment only.
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Face-to-Face Meetings and Online Activities
Monday, November 5th - Online
On-line Activities:



Read Walden and On Civil Disobedience before November 9th. Walden is
one of our main texts and students should begin to cogitate ASAP. Helpful
comments and links will be posted early in October on the WCATY website.
OCD is a shorter essay.
Students will answer teacher-generated questions from these texts. Walden
discussion questions will be posted online Tuesday November 6th and OCD
questions on November 8th.
Students will be responsible to read several other student’s responses and
write a reflection or comment to each fellow scholar.
Student Writing:
Students will write and post (before November 11th) a four-five paragraph essay
comparing and contrasting two (student choice) of the starred (*) selections from the
General Reading list of Nineteenth Century American communal societies as early
American utopias. (posted on the WCATY website)
 Paragraph #1: Introduction
 Paragraph #2: Describe the similarities in the two documents.
 Paragraph #3: Describe the differences with the two documents.
Paragraph #3a (optional) Student will reflect on the utopian ideas in the
two documents. In what ways do the ideas reflect The American Dream
 Paragraph #4: Conclusion.
Students will reply with helpful, insightful comments to two other students’ posts from
different schools as part of online discussions about our work.
This assignment needs to be shared with an educator before being posted on the
WCATY web site where it will be shared with classmates and reviewed by Mr. Sinks.
The assignment will be posted by December 7th and the written assignment is to be
handed in on November 13th, 2007.
Students will write two or three questions for the next face-to-face meeting that they
would like to ask our upcoming scientist guests about responsibilities and ethics and
their possible role in bringing about a better world and country.
Tuesday, November 13th
Face-to-Face Activities:



Turn in analytical essay with teacher comments of the different Nineteenth Century
American communal societies as part of The American Dream.
Production and presentation of the drama “The Rights of Women”
Sing the utopian song, “Imagine” and WCATY’s “The Galaxy Song”
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Open discussion with retired Beloit College Professor Emeritus David Dobson
(physics and astronomy) on how his early research with the Atomic Energy
Commission to create a plan to build a nuclear bomb from scratch relates to
the role of science in the search for ‘The Changing American Dream’

Discussion of on-line activities.
On-line Activities:




Read Walden Two
Read Looking Backward: 2000-1887
Students will answer teacher-generated questions from these texts.
Students will be responsible to read several of the other participants’ responses
and write a reflection or comment to those participants.
Student Writing: Student Choice
Students will write a four or five paragraph essay critiquing Mr. Bellamy’s Looking
Backward: 2000-1887. This assignment should include comments relating to how his
viewpoint of America as a utopia was achieved in his vision, and how he missed the
mark, either in the short run or in the long run. Students also will include their reasons
the author wrote his work when he did. (extension)
OR
Students will submit an editorial for an 1887 edition (or current) of The New York
Times or Wisconsin State Journal that either supports or attacks Mr. Bellamy’s vision
of the American Dream.
OR
Students will write and post a book review of Looking Backward: 2000-1887.
This assignment needs to be shared with an educator before being posted on the
WCATY web site where it will be shared with classmates and reviewed by Mr. Sinks.
The assignment will be posted by December 7th and the written assignment is to be
handed in on December 12th, 2007.
Wednesday, December 12th
Face-to-Face Activities:



Pass in Looking Backward: 2000-1887 papers with educator’s comments.
Creative Dramatics—Mr. Sinks
Video viewing—TBA
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


Discussion with members of the press/politicians on current issues and their role in
The Changing American Dream
Each student will be assigned a “Family” and role of Scientist, Philosopher,
Historian and Human Rights Activists in accordance with the Webquest project
from Anthem. http://projects.edtech.sandi.net/lewis/anthem/
Discussion of online activities related Web quest and Shaffer Model of Writing to be
used in final essay.
On-line Activities:





Read Anthem by Ayn Rand
Read selection from “Herland” by Charlotte Perkins Gilman (posted on WCATY
website )
Read selection from “The Day before the Revolution” by Ursula K. Le Guin (posted
on WCATY website)
Students will respond to online questions relating to the selections of Gilman and
LeGuin.
Students will contact via email their Web quest families and share with each other
pertinent information related to final Anthem activity.
Student Writing:
Students will post and copy a short 150-250-word synthesis essay, or a short story or a
poem on their thoughts of the American Dream using some references from the course
General Reading list. Students will make positive comments on each other’s work. The
writing will be posted by January 4th.
Tuesday, January 8th
Face-to-Face Activities:






Pass in synthesis paper with educator’s critique.
Creative Dramatics—Mr. Sinks
Singing of “Imagine”
“Family meeting” with each group for the first hour in accordance to Web quest
Anthem “Family
“Meeting Matrix” from web quest to be followed by final presentation.
Course evaluation discussion and summary
On-line Activities:

Final Individual Essay using the Shaffer Model Of Writing as outlined on Anthem
Webquest site. Post the Essay on the web site by January 11 th.
Students will reply to two classmates from different districts with positive and
insightful comments.
******************
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Here are the lyrics to John Lennon's song Imagine, which describe his idea of utopia.
Imagine
Imagine there's no heaven
It's easy if you try
No hell below us
Above us only sky
Imagine all the people
Living for today......
Imagine no possessions
I wonder if you can
No need for greed or hunger
A brotherhood of man
Imagine all the people
Sharing all the world.....
Imagine there's no countries
It isn't hard to do
Nothing to kill or die for
No religion too
Imagine all the people
Living life in peace.....
You may say I'm a dreamer
But I'm not the only one
I hope someday you'll join us
And the world will be as one
You may say I'm a dreamer
But I'm not the only one
I hope someday you'll join us
And the world will be as one
Curriculum Standards:
Standard A – Students will use effective reading strategies to interpret and critically analyze
literature. Students will read to acquire information. Students will compare, contrast, and
evaluate ideas within literary works.
Standard B – Students will use writing to communicate complex ideas. Students will write an
expository piece with sufficient evidence to support its assertions, and sufficient detail,
language, and organization to effectively communicating a difficult idea. Students will write
creative fiction that includes characters, a coherent plot, effective imagery, descriptive
language, and concrete detail.
Standard C – Students will orally communicate information, opinions and ideas effectively in
class discussion and in class presentations.
Standard D – Students will use vocabulary commensurate to the level of the course.
Standard E – Students will use online technology to communicate with other students and to
post assignments for the course.
Standard F – Students will compile, organize, and evaluate information collected in
researching information to answer questions posed in the course.
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Weekly outline
Early intro October 29th
Welcome and check in online. Students will briefly introduce themselves online and post a
short story about a well-known character or group in U.S. history. Students will begin Walden
and On Civil Disobedience
Week One November 5th
Students will complete Walden and On Civil Disobedience and respond to teachergenerated questions. Students will also write and post (before November 11th) a
four/five paragraph essay comparing and contrasting two (student choice) of the starred
(*) selections from the General Reading list of Nineteenth Century American communal
societies as early American utopias. (posted on the WCATY website)
 Paragraph #1: Introduction
 Paragraph #2: Describe the similarities in the two documents.
 Paragraph #3: Describe the differences with the two documents.
Paragraph #3a (optional) Student will reflect on the utopian ideas in the
two documents. In what ways do the ideas reflect The American Dream
 Paragraph #4: Conclusion.
Students will reply with helpful, insightful comments to two other students’ posts from
different schools as part of online discussions about our work.
Week Two November 12th
Students will continue to reply with helpful, insightful comments to class peers about
comparing and contrasting essays about 19th century communal societies. Students will
write two or three questions for the next face-to-face meeting that they would like to ask
our upcoming scientist guests about responsibilities and ethics and their possible role in
bringing about a better world and country.
Face to Face meeting November 13th
Students will turn in analytical essay with teacher comments of the different Nineteenth
Century American communal societies as part of The American Dream.
Week Three November 19th
Students will read Walden Two and read Looking Backward: 2000-1887
Students will answer teacher-generated questions from these texts.
Students will be responsible to read several of the other participants’ responses and
write a reflection or comment to those participants.
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Week Four November 26th
Continue online with discussion of teacher generated questions for Walden Two and
Looking Backward: 2000-1887 Thanksgiving Break
Week Five December 3rd
Students will write a four or five paragraph essay critiquing Mr. Bellamy’s
Looking Backward: 2000-1887. This assignment should include comments relating to
how his viewpoint of America as a utopia was achieved in his vision, and how he
missed the mark, either in the short run or in the long run. Students also may include
their reasons the author wrote his work when he did. (extension)
OR
Students will submit an editorial for an 1887 edition of The New York Times that either
supports or attacks Mr. Bellamy’s vision of the American Dream.
OR
Students will write and post a book review of Looking Backward: 2000-1887.
This assignment needs to be shared with an educator before being posted on the
WCATY web site where it will be shared with classmates and reviewed by Mr. Sinks.
The assignment will be posted by December 7th and the written assignment is to be
handed in on December 12th, 2007.
Week Six December 10th
Students will continue to reply with helpful, insightful comments to class peers about
the posted, book reviews/ editorials, or critical essays relating to Looking Backward:
2000-1887 assignment.
Face to Face meeting December 12th
Students will turn in their critical essay, book reviews or editorials with teacher
comments of the different Nineteenth Century American communal societies as part of
The American Dream.
Week Seven December 17th




Read Anthem by Ayn Rand
Read short selection from “Herland” by Charlotte Perkins Gilman (posted on
WCATY website )
Read selection from “The Day before the Revolution” by Ursula K. Le Guin (posted
on WCATY website)
Students will respond to online questions relating to the selections of Gilman and
LeGuin.
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
Students will contact via email their Web quest families and share with each other
pertinent information related to final Anthem activity.
Student Writing:
Students will post and copy a short 150-250-word synthesis essay, or a short story or a
poem (student choice) on their thoughts of the American Dream using some references
from the course General Reading list. Students will make positive comments on each
other’s work. The writing should be posted by January 4th.
Weeks Eight & Nine December 24th and 30th
Holiday break: Students will continue above online activities. Instructor will be
online 24/7.
Week 10 January 7th
Students will continue helpful and insightful comments to peers relating to posted
synthesis essays.
Final Face to Face Meeting January 8th





Pass in synthesis paper with educator’s critique.
Creative Dramatics—Mr. Sinks
Singing of “Imagine”
“Family meeting” with each group for the first hour in accordance to Web quest
Anthem “Family
“Meeting Matrix” from web quest to be followed by final presentation.
Course evaluation discussion and summary
Final assignment: Individual Essay using the Shaffer Model Of Writing as outlined on
Anthem Web quest site. Post the short Essay on the web site by January 11th. Students
will reply to two classmates from different districts with positive and insightful comments.
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