In Search of the Perfect World
Grades 7 & 8
Instructor: Anna Olson
aolson@neenah.k12.wi.us
Course Description:
How would you create a perfect world? What IS a perfect world? People have always dreamed of living in a
perfect world, and down through the ages, they have attempted to create a better place to live…but the results
have not always been as intended. Explore visions of perfect and not-so-perfect societies—utopias and
dystopias. Debate the rights of the individual versus the rights of society. What would you give up to live in a
perfect place? How far do we go to maintain peace and order? And finally, try your own hand at creating a
perfect world!
Benchmarks by Skill
Reading & Research
Systems 1 (Reading Like a Systems Manager) When reading fiction and nonfiction, this student defined key
concepts, terms and rules inherit to the topic/system; mapped chronological events and flowcharted the process
of their impacts; compared and contrasted perspectives and evidence given; gave evidence to support his/her
description of underlining themes, structures, and motifs; and analyzed relationships between characters in order
to induct supported generalizations or themes in the material.
Communication: Written Work & Oral Presentations
Invention 24 (Marketing the Vision) This student vividly detailed multidimensional models/storylines and
employed the best formats, words, tools, and/or materials to capture the imagined end product. When
articulating his/her vision, he/she concisely communicated his/her idea, noted both the pros/cons; detailed
procedural steps and/or budgetary consideration; added storyboards, flow charts, models and/or equations when
needed; and/or enlisted a variety of marketing techniques to announce his/her new story/invention to targeted
audience.
Systems 12 (Mapping the Relationships) Through accurately measuring/defining the boundaries, describing
impactful laws, and mapping out dynamic relationships, this student clearly articulated the complexity of the
system studied. Using storyboards, flowcharts, and/or models to augment text, he/she communicated the weblike interactions between multiple active and/or dormant “agents” in order to articulate his/her troubleshooting
process; theorized about a new relationships/law active in the system; demonstrated the impact of outside
elements on the system; and/or articulated the role of the system in a larger context. When providing a solution,
he/she communicated complex evaluative processes like cost/benefit analysis to determine the pros/cons
involved and assess which solution best fit the stated needs. When given feedback throughout the process, this
student revised and/or logically defended her/his case.
Theory: Big Picture Connections
Human Experience 52 (The Power of Ideas) This student expounded on philosophical theories about concepts
like freedom, liberty or law and/or human motivations like adaptation/ competition and cooperation/interaction
to explore how these theories/motivations impacted history.
Application: Simulations & Experiments
Invention 18 (Envisioning the new and reforming the old) This student envisioned completely new items,
sounds, places, or events in his/her mind and/or combined, adapted, reversed, modified, magnified, minimized,
or subtracted from already existing ideas/end products.
Behavior & Ethics:
Systems 22 (Reflecting on the Design) This student used reliable, relevant, and properly cited information to add
clarity to complex systems. He/she did not allow for stereotypical or preconceived ideas to cloud his/her
analysis. He/she consistently pointed out both strengths and weaknesses in his/her own designs and added
constructive feedback to the work of others. This student resiliently used trial and error techniques and worked
collaboratively to plan and meet action steps in order to complete projects.
Required Readings:
Animal Farm by George Orwell
Anthem by Ayn Rand
The Giver by Lois Lowry
Lord of the Flies by William Golding
Additional readings from College of William & Mary “Utopia” anthology
Online articles
Extended Reading:
Gathering Blue by Lois Lowry
(Following titles for mature readers)
Brave New World by Aldous Huxley
Fahrenheit 451 by Ray Bradbury
Walden Two by B.F. Skinner
1984 by George Orwell
Written Assignments:
 Thoughtful responses to online questions and posts by classmates
 Essays based on readings/posted questions
 Persuasive writing
 Creative writing
Guiding Question:
What is the ideal society and how far should we go to achieve it? How do we decide when
individual rights should be sacrificed for the goal of an ideal society?
Week 1 Introduction to the concept of utopian society
Essential Question (forum question??): What do you think is wrong or needs to be changed in
our current society? – GREAT QUESTION
Reading and Research: Historical background for Animal Farm—IS THIS THE READING ASSIGNMENT?
TYPICALLY KIDS SHOULD BE ASSIGNED AT LEAST 100 PAGES A WEEK. BEING THE FIRST
WEEK, YOU MAY DECIDE NOT TO DO THIS. Begin reading Animal Farm. THESE ARE REALLY THE
SAME ASSIGNMENT. ASSIGNMENTS CAN HAVE MULTIPLE PARTS AND THEN YOU DON’T HAVE
AS MANY PLACES TO CLICK THROUGH WHEN YOU EVALUATE THE WORK. ALSO, HOW WILL
THE STUDENTS RESPOND TO THE READING??
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Literary lexicon: satire, allegory—WHAT IS THE ACTIVITY HERE? DEFINING? ORGANIZING
EXAMPLES?????
Online introductions; Favorite Things Moodle Database—INTERESTING USE OF THE TOOL
HOW WILL STUDENTS APPLY THE THEORY YOU ARE TELLING THEM THIS WEEK?
WHAT CHOICES WILL YOU GIVE THEM?
Week 2
Essential Question: What are some ways people have attempted to create an ideal society and to
what degree were they successful?
CONCEPT BUILDING RESEARCH: Web research on history of utopian societies Create a graphic organizer
(table, web, etc.) to compare utopian communities from the 19th and 20th centuries. Bring to F2F. (Benchmark
22)
READING: Complete Animal Farm.—HOW WILL THEY RESPOND Online questions/analysis of reading
(Benchmarks 1, 52)
SHOW WHAT YOU KNOW: Essay: “Power Corrupts and Absolute Power Corrupts Absolutely” Due end of
Week 3. (Benchmark 52)
–HOW LONG IS THE ESSAY? DO THEY NEED 2 WEEKS TO GET IT DONE? IT IS ALWAYS A
GREAT IDEA TO PROVIDE A CLEAR OUTLINE OR FORMAT OF WHAT YOU ARE LOOKING FOR.
Face to Face #1 WHAT IS THE OVERALL THEME FOR THE MEETING?
 Ice breaker activities –HOW COULD THESE ACTIVITIES FURTHER YOUR THEME?
COULD YOU DO GAMES THAT SIMULATE UTOPIAN PRINCIPALS?
 Online expectations and assessment methods will be discussed
 Discussion of final project (due at last Face to Face)
 Video clip from “Animal Farm” –HOW LONG?
 Discussion of Animal Farm (Benchmark 1)—YOU MAY NOT BE DONE WITH THE
READING YET, DEPENDING ON WHEN THE MEETING IS SCHEDULED.
 Propaganda activity
(Benchmark 24)
 Graphic organizer due – I AM NOT SURE YOU HAVE ENOUGH HERE TO FILL THE 4
HOURS OR 5 HOURS IN OSHKOSH (REMEMBER THEY ARE FROM 9-2 INSTEAD OF
FROM 9-1 LIKE THE REST).
Week 3
Essential Questions: What does it mean to be “equal?” Is society better when we are all the
same?
SHOW WHAT YOU KNOW: “Power” essay due by Friday????
READING AND RESEARCH: Begin reading The Giver. (Benchmark 1)- Read “Harrison Bergeron” online & Online questions/analysis of reading (Benchmarks 1, 52)
Week 4
Essential Question: What is the price of a society where everyone is happy?
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Complete The Giver.
Read “The Ones Who Walk Away from Omelas” online.
Online questions/analysis of reading (Benchmarks 1, 52)
Persuasive Essay: “The Price of Happiness” Bring to F2F. (Benchmark 52)
Week 5
Essential Question: Does a society have to be violent to be considered repressive?
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Read Anthem. Online questions/analysis of reading (Benchmarks 1, 52)
Assignment of topics for F2F debate
Face to Face #2
 Hand in “Price of Happiness” essay.
 Video clip from “Harrison Bergeron” and discussion of story
 Comparison of Anthem and The Giver through panel debates (Benchmarks 1, 12, 52)
 Progress reports on final projects
Week 6
Essential Questions: Are children capable of creating their own society? What are the essential
elements of civilization?
WHAT HISTORICAL RESEARCH COULD YOU ADD HERE AS CONCEPT BUILDERS?
READING AND RESEARCH: Begin reading Lord of the Flies. Online questions/analysis of reading
Begin a timeline of important events; add to it as you read the novel. You may also want to map out the
characters to clarify relationships. (Benchmark 1)
HOW COULD YOU APPLY THESE CONCEPTS?
Week 7
Essential Question: What are the benefits and drawbacks to membership in a group? What
happens when there is competition for leadership and resources? How does tribal identification
impact society and the individual
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Continue reading Lord of the Flies. Online questions/analysis of reading (Benchmark 1)
Journal about the challenges of leadership (take Ralph’s point of view). Turn in journal page(s) to
Moodle Workshop for peer assessment and take part in assessing your classmates. (Benchmark 18)
Quick update to Mrs. Olson on final project progress!
Week 8
Essential Questions: Must civilization be imposed on children? Is the human, in his natural
state, civilized or wild?
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Complete Lord of the Flies.
Read “The Veldt” online.
Online questions/analysis of reading (Benchmark 52)
Journal about the challenges of leadership (take Jack’s point of view). Turn in journal page(s) to Moodle
Workshop for peer assessment and take part in assessing your classmates. (Benchmark 18)
Week 9
Essential Questions: What holds a society together? What is the value of an individual? How
do we balance the rights of an individual with the needs of society? Can we have a perfect society
without sacrificing individualism?
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Complete Lord of the Flies timeline by indicating the points where critical events and choices occurred.
Bring to F2F. (Benchmark 1)
Complete final project and polish your presentation.
THINK deeply about the essential questions (and feel free to post your thoughts to the class).
Face to Face #3
Hand in timeline.
Discussion of Lord of the Flies
Presentations of final projects
Final Project Description
Students will design a utopian society…their “perfect world.” They will include specific details on government,
economy, daily life, relationships, and education/training/jobs. Concepts such as freedom/liberty, law, human
motivation, competition/cooperation, and individualism should be addressed. They should create a system of
inter-related parts that hold together logically. In the presentation of the project, students will use appropriate
tools and methods to market their vision. (Choice of presentation method is theirs.) They will strive to present
their vision persuasively, vividly, and with enthusiasm. They should demonstrate a grasp of the historical
underpinnings of utopian communities as well as an understanding of the pros and cons of their ideal society.
They should be ready to answer questions and respond to criticism of their models.
Instructor Biography:
Anna Olson is a former teacher of gifted and talented secondary students. Her 20+ years of classroom teaching
span pre-school through grade 8 and college students. She reads constantly and believes that good literature
should stir things up, causing students to think deeply and question their own assumptions. She prefers being a
facilitator rather than a lecturer, and her favorite classes are those where students become excited enough to lead
discussions and debate each other.
Current Outline
Week 1 Introduction to the concept of utopian society
Essential Question (forum question??): What do you think is wrong or needs to be changed in
our current society? – GREAT QUESTION
Week 2
Essential Question: What are some ways people have attempted to create an ideal society and to
what degree were they successful?
Week 3
Essential Questions: What does it mean to be “equal?” Is society better when we are all the
same?
Week 4
Essential Question: What is the price of a society where everyone is happy?
Week 5
Essential Question: Does a society have to be violent to be considered repressive?
Week 6
Essential Questions: Are children capable of creating their own society? What are the essential
elements of civilization?
Week 7
Essential Question: What are the benefits and drawbacks to membership in a group? What
happens when there is competition for leadership and resources? How does tribal identification
impact society and the individual
Week 8
Essential Questions: Must civilization be imposed on children? Is the human, in his natural
state, civilized or wild?
Week 9
Essential Questions: What holds a society together? What is the value of an individual? How
do we balance the rights of an individual with the needs of society? Can we have a perfect society
without sacrificing individualism?
Defining the Terms
Week one--To Group or not to Group: What is the value of an individual? What are the benefits and
drawbacks to membership in a group? How does tribal identification impact society and the
individual?
Week two--What is Society: Are children capable of creating their own society? What are the
essential elements of civilization? What holds a society together? Must civilization be imposed on
children? Is the human, in his natural state, civilized or wild?
Week three--What is an Utopia: What are some ways people have attempted to create an ideal
society and to what degree were they successful? What do you think is wrong or needs to be changed
in our current society?
What are the Darksides of Utopias:
Week four--Does a society have to be violent to be considered repressive?
Week five--What does it mean to be “equal?” Is society better when we are all the same?
Week six--What is the price of a society where everyone is happy?
Week seven--What happens when there is competition for leadership and resources?
Where is the Balance:
Week eight--How do we balance the rights of an individual with the needs of society?
Week nine--Can we have a perfect society without sacrificing individualism?