Gr.+11+English+-+One+Flew+over+the+Cuckoo's+Nest

=__Subject__: English= =__Grade__: 11 University= =__Topic__: //One Flew over the Cuckoo's Nest//=

=**__Key Learning:__** Students will learn that deep understanding fiction requires "reading between the lines" (inference, interpreting metaphor, symbol and theme) and making personal, cultural, and global connections.=

[elizabeth-just wondering if we frame the statement in this language, that it already makes the decision for them? Is this a definitive statement that has no grey areas? What happens if I do not totally accept this premise? I certainly do not accept that Stephen Harper controls knowledge? He may control our access to some knowledge, but it would not be definitive? Something we can chat about. I also wonder at whether this Big Idea best connects to your challenge? Wondering if we also need a big idea related to the English Curriculum, ] =__Critical Challenge:__=

Imagine that this question is put to a democratic vote, and you are running the pre-election campaign for you chosen candidate:

 * 1) ===What media personality would you create for your candidate?===
 * 2) ===What key beleifs and social reforms would your campaign promote?===
 * 3) ===What criticisms would you make about your opponent?===
 * 4) ===Whose testimonials from the inhabitants of the novel would you solicite? With your group, create a campaign, including speeches, T.V. ads, posters, flyers to win over the inmates.===

=__Criteria for Assessment:__=

__Knowledge and Understanding:__

 * 1) ===The facts of the novel;===
 * 2) ===the motivation and actions of the key characters;===
 * 3) ===the issue of social stability vs individual freedom;===
 * 4) ===human needs;===
 * 5) ===the historical setting of the novel;===
 * 6) ===similar key issues of our own times;===
 * 7) ===the forms and purpose of media messages.===

__Thinking:__

 * 1) ===research,===
 * 2) ===analyse and interpret the facts in the novel;===
 * 3) ===research the form and content of contemporary political campaign messages;===
 * 4) ===evaluate the principles of the political left and right in the context of major issues;===
 * 5) ===synthesizing concepts into concrete communication products.===

__Background Knowledge__:

 * ===the novel===
 * ===context of Kesey's Novel===
 * ===the issues of the 60's===
 * ===Kesey's bias===
 * ===the continuum of the political right vs political left (fascism to Marxism)===
 * ===current social issues===
 * ===political campaign tools===

consultative
=__Pre-planning:__=


 * 1) ===Find and develop resources:===
 * ===**film (//Across the Universe//)**===
 * ===**internet (Marxism, Fascism, Individualism simplified; political ads;)**===
 * ===**TV. series contrasting 50's vs 70's values (//Leave it to Beaver/ That 70's Show)//**===
 * ===**text: handouts**===

=**__Lesson One__**=

Do you beleive that knowledge is power? How about the idea that people who have power control the knowledge we get? How do you feel about that?[ YOu might employ an Anticipation Guide here to get some sense of their views on power before the unit, then return to this at the end. This will need to be done carefully so that the same questions would apply at the end.]

What can you do about it? >critical thinking >> inquirying mind?


 * 1) introduce the novel and the approach- ACTIVATE PRIOR KNOWLEDGE

>>> >>> >>> What images come to mind when you think of the 60's?
 * the importance of **__context__** __**(cultural literacy)**__
 * Ken Kesey as a member of the **__"anti-establishment__**" of the '60's (early 70's) (__**Definitions!)**__
 * the "**__establishment"__** of the '50's

What images come to mind when you think of the 50's?
 * does this tension of changing values exist today, in 2010? How? In what areas do you experience it? How do you account for it?

2. GROUP TASK Examine the social-historical context of three generations of your family. Assign specific roles: CEO; VP; SCRIBE; ORATOR Provide chart paper; markers Rough example on the board

a) Create a time-line which shows your own livespan, your parents' and grandparents' in decades: Mark the significant events, changes, innovations, ideas that would have an impact on people living in these times. Justify your inclusion of them on your time chart. (Never mind the accuracy of the dates-//guestimate//) [ Will they have the schema to do this? You might need to explore some notion of criteria for significant here]

___ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ Obama 9/11 Berlin Wall Satellite com. Civil Rights W.W. 2 The Depression W.W.1.
 * 2010** 1990 1950
 * 2009 2002

b) Complile info on a master chart on BB.**