Like many of my students, I am from New Haven. I was born and raised one street over from Roberto Clemente and I attended Hill Central School. Growing up I saw many of the same societal woes that my students are seeing today. Trends, styles, and demographics change over the years but flaws in society remain the same. These flaws ebb and flow over the years but pretty much remain the same. Poverty, homelessness, inequities, political unrest, racism, and lack of medical care just to name a few, are never ending problems that seem to have no solution in sight. As a community, we see the “band-aide” placed on the problem but viable long term solutions never seem to materialize. When the community talks about ways to solve these issues, other issues come up mainly money or the lack of. Then there is good old bureaucracy, it never fails to show up and halt any plans set in motion. Another issue that we see as a community is corporate or personal interest. Much like this idea of dystopia, these two elements lend themselves to the task of halting any plans or ideas for viable solutions. It fits into the idea of self-serving at the expense of the people. Although the idea of New Haven being a utopia is impossible, the fact that we live with some dystopian elements is unacceptable. Through the study of this unit I want to be able to empower the students and help them see that they are the catalyst of change. As they move on to high school and they begin to observe their surroundings and community more, I want them to be able to see through the smoke and mirrors and hold people in power accountable.
I am fortunate enough to currently teach at Roberto Clemente Leadership Academy for Global Awareness in the Hill section of New Haven, Connecticut. My students are eighth grade English Language Arts students. They come from modest income homes. We have a large population of students from Puerto Rico, the Dominican Republic, Syria, and Afghanistan. Many of these students are new to the country and find New Haven to be a nice place because the city was very welcoming when they arrived. Being young and new to the area, these students are not yet aware of issues or problems in their neighborhoods. Some of our Afghan and Syrian students on the other hand come with a unique experience. Some of our students do not remember home but they do remember relocation and or refugee camps. They share that in these camps they had more freedoms and better opportunities than in the country they had left behind. We know that in these camps there are systems in place to maintain order. This alone can reflect dystopia but to them it does not because where they are from was more oppressive than where they ended up. Through literature and discussion it is my hope that these students learn that oppression to any degree is dystopian. They should be able to begin recognizing that dystopian elements surround them even if they come under the guise of a “new and different” culture. It is my hope that at the end of the unit, all students, but in particular the Middle Eastern students develop a voice and express what they think is wrong or not working. In that same breath I want them to be able to provide ideas that provide viable solutions to their specific needs and issues in order to live in a society that better serves them and generations to come.
Each year I find that students are eager to learn and many by the middle part of the year begin asking questions about the community that surrounds them. It is my duty to have students think beyond the neighborhood microcosm. Reading and analyzing dystopian literature will give them that opportunity to see the bigger picture and how societal problems sometimes cause a ripple effect. Creating awareness among the students today can aide in the creation of future advocates. I also think it is important to stress the fact that although teamwork is ideal, leaders are necessary. Teaching them what real leadership looks like versus dystopian leadership is a life lesson that they can carry with them to future endeavors.
By working with my students this year, I am able to appreciate that they want to learn more about advocacy and making an impact in their community. The students also know that community service hours are part of their high school graduation requirement. Being aware of problems in society will help them make a meaningful choice as to where and how they will comply with community service when the time comes. The students have become quite proficient in formulating higher level questions that guide them in critical, analytical reading. I can offer them various novels that illustrate dystopian societies and the fall of that systematic way of living and controlling people. I also think viewing art would be beneficial when discussing dystopian societies. As the saying goes, “a picture is worth a thousand words.” Visual arts help stimulate ideas and for students who are visual or language learners, a picture can offer them the opportunity to express what they see and how it fits into the topic of discussion. The art serves as a prompt or sentence starter which can lead to student discourse. Students should have choice and various vehicles to demonstrate learning. I think one good way of doing this will be to promote a group project. After research and discussion, students will identify problems in society that they feel passionately about. After formulating a list, students will then narrow it down to 5 main issues that they feel they can solve and find creative ways to address them. They will be tasked to work in a group and work to solve it long term. They will need to create a plan that will work from beginning to end making sure to trouble shoot along the way. This will help create stamina and perseverance because in the design of their project they undoubtedly will need to start over when an idea is not viable. I also think it is important to reach out to community leaders who have led and implemented proposals. The benefit of this is twofold. The students will definitely receive a wealth of knowledge but they will also have the opportunity to ask these leaders questions, tough questions that pertain to themselves or their family in regards to improving society around them.
I think that the text to self and text to world connections are important. Dystopian literature provides the opportunity for both in a unique and challenging way. Students are able to read these stories and appreciate how the author is creating a fictional and alternate world addressing problems that exist across time and space. Dystopian literature almost always displays human nature regardless of the fictional elements. The fictional elements are necessary when reading and identifying this genre because it represents the futuristic element that sets this genre apart. The interesting fact is that students can see some of these futuristic scenarios and appreciate that they are not impossible in a lifetime. Students when making this point sometimes refer to cartoons like The Jetsons because of all the futuristic gadgets that have become a reality today. Although this genre may seem far removed from the students, it can help them ask the existential question, “What is my role here in the world? What am I supposed to do with my life?” “How can I create a better future and world for myself and those around me?” In my opinion dystopian literature is powerful and my hope it that through this unit I can tap into that power and help the students become citizens of the world. This topic allows students to find a voice they thought they did not have.
