UNIT MAP AUTHORS: Taylor Athearn and Marissa Montano

Course/Grade Level

English II/ 10th Grade

Estimated
Implementation Time:

11 90-minute block periods (5 school weeks)

Unit Title: Exploring Social Criticism Through Dystopian Fiction

Conceptual Lens
(Macro-concept):
Social Criticism

*Micro-concepts: Global/Thematic: survival,

oppression, rebellion, division of citizen by intellect
ability/class, totalitarian, dictatorship, society vs.
individual, right to privacy, totalitarianism, technology
used for control
R/W Craft: fiction, symbolism, satire, propaganda,
allegory, imagery, persuasion,

Unit Overview / Summary: Students will read George Orwells 1984, focusing
on the social-critique of power and elements of dystopian fiction. There will be a
variety of different texts presented in order to supplement their understanding of
the dystopian genre. Students will create their own fictional dystopian or utopian
society possessing certain elements of the genre, especially a social critique. As
students work on and complete their own society with a critique, they will better
understand the strategies the author uses to convey their central message.
Stage 1 Desired Results
What relevant goals (e.g. content standards or TEKS/SEs, course or program
objectives, learning outcomes) will this design address?
Established Goals:
http://ritter.tea.state.tx.us/rules/tac/chapter110/index.htm
(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make
inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding. Students are expected
to:
(A) analyze isolated scenes and their contribution to the success of the plot as a
whole in a variety of works of fiction;
(7) Reading/Comprehension of Literary Text/Sensory Language. Students
understand, make inferences and draw conclusions about how an author's
sensory language creates imagery in literary text and provide evidence from text
to support their understanding. Students are expected to explain the function of
symbolism, allegory, and allusions in literary works.
(14) Writing/Literary Texts. Students write literary texts to express their ideas

and feelings about real or imagined people, events, and ideas. Students are
responsible for at least two forms of literary writing. Students are expected to:
(A) write an engaging story with a well-developed conflict and resolution,
interesting and believable characters, a range of literary strategies (e.g.,
dialogue, suspense) and devices to enhance the plot, and sensory details that
define the mood or tone;
(25) Listening and Speaking/Speaking. Students speak clearly and to the point,
using the conventions of language. Students will continue to apply earlier
standards with greater complexity. Students are expected to advance a coherent
argument that incorporates a clear thesis and a logical progression of valid
evidence from reliable sources and that employs eye contact, speaking rate (e.g.,
pauses for effect), volume, enunciation, purposeful gestures, and conventions of
language to communicate ideas effectively.
(26) Listening and Speaking/Teamwork. Students work productively with others
in teams. Students will continue to apply earlier standards with greater
complexity. Students are expected to participate productively in teams, building
on the ideas of others, contributing relevant information, developing a plan for
consensus-building, and setting ground rules for decision-making.
Enduring Understandings
(Generalizations):
Students will understand that . . .
Reading/Writing Craft: Those in power
often possess the ability to use
language and rhetoric as a means to
influence the thoughts and actions of
other people.
Global/Thematic: Dystopian fiction
often comments on present
circumstances in society and warns
against a nightmarish future.
Reading/Writing Craft: Through literary
devices an author can express their
critique on society.
Global/Thematic: Conformity can be
both productive and destructive to a
society because individual choices are
eliminated.

Essential Questions:

Factual: What are

characteristics of
propaganda?
Conceptual: How can
propaganda influence
people?
Philosophical: Is it
justifiable to consciously
manipulate the masses?
Factual: What aspect of
society is being critiqued
in The Giver?
Conceptual: What are the
downfalls of society?
Conceptual: What aspects
of our own society might
be revealed as a
dystopia?
Factual: What are the
characteristics of
dystopian fiction?
Conceptual: How do

Students will know . . .

Characteristics of propaganda
Characteristics of dystopian fiction
Common themes in dystopian fiction
Different approaches social criticism in

literary devices persuade

the audience?
Conceptual: How does
Suzanne Collins use
literary devices in The
Hunger Games?
Conceptual: How does
society affect what type of
literature is written?
Factual: How does the
Party convince Winston to
conform?
Factual: How does the
government implement
handicaps for society to
conform?
Conceptual: What
problems are avoided
when people conform to
the rules of others?
Conceptual: How can
conformity be productive
to society?
Conceptual: How can
conformity be destructive
to society?
Philosophical: What
responsibilities does the
individual have to the
society?
Philosophical: How
important is it for people to
have choices?
Philosophical: When is it
best to conform to the
rules of others?

Students will be able to . . .

Identify propaganda in
different situations and
mediums
Identify and analyze literary
devices and plot structure in

dystopian literature

dystopian fiction
Identify elements of society
with possibility of being
critiqued
Create original work with
elements of dystopian fiction

Stage 2 Assessment Evidence

How will teachers know that the students have learned and can apply the
required TEKS/SEs? What evidence will be collected to determine whether or not
the essential understandings have been developed, the knowledge and skill
attained, and the state standards met? *Anchor the work in performance tasks
that involve application; supplement as needed by prompted work, quizzes,
observations, etc.
Performance Tasks
-Create your own dystopia/utopia:
Students will create a society that will
exemplify all the elements of a
dystopia or utopia and supplemental
material from class will allow them to
further their understanding.
- Students societies must not only
utilize elements of dystopian
literature/societies, but also convey a
social critique through their
dystopia/utopia.

Stage 3 Learning Plan

Other Evidence
-Dystopian Short Story: After reading
dystopian short stories in class, students
will write their own 2.5-4 page dystopian
short story complete with plot, dystopian
elements, and a social critique.
-Character Diary: While reading 1984,
students will write daily in their character
diary. They will choose a character and
write from his/her point of view to reflect
on events and emotions evident in the
novel. Students will need to retain the
dystopian elements and tone, while
bringing in creative and original twists.
-Propaganda Poster: Students will
utilize their knowledge of propaganda
and its persuasive tactics to create a
propaganda poster that relates to the
messages produced by Big Brother in
1984.

What learning experiences and instructional strategies will enable students to

achieve the desired results? How will the design
W = Help the students know WHERE the unit is going and What is expected?
Help the teacher know WHERE the students are coming from (prior
knowledge, interests)?
H = HOOK all students and HOLD their interest?
E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE
the issue?
R = Provide opportunities to RETHINK and REVISE their understandings and
work?
E = Allow students to EVALUATE their work and its implications?
T = be TAILORED (personalized) to the different needs, interests, and
abilities of learners?
O = Be ORGANIZED to maximize initial and sustained engagement as well as
effective learning?
Planned Teaching and Learning Experiences: 90 minute block
Week 1
Day 1- Unit Introduction
Brief history on Dystopian fiction as a genre PowerPoint
o Spin off of Utopian fiction from 1900s
What is Dystopian/Utopian fiction? PowerPoint
o Elements of Dystopian/Utopian Fiction
Social Critique
o Students complete guided notes
Background on Kurt Vonnegut PowerPoint
Read Harrison Bergeron
Quick-write: Choose a character from Harrison Bergeron and write about
their characteristics
Pair share their Writers Notebook entry
Day 2- Introduction to Social Critique
Quick Write: What about modern day society unfair or unjust?
Read The Lottery by Shirley Jackson
Write a short newspaper article discussing the events of June 27th.
Introduce Dystopian Short Story
Homework: Rough draft of Dystopian short story due next class
Week 2
Day 1-Peer Review
Introduce peer review workshop
Students participate in peer review workshop of short stories
o must review at least 3 other papers
Students write down at least 3 aspects of their own paper that need
improvement
Final short story due: Week 2, Day 3
Day 2: Introduce 1984 Class Novel

Background on 1984
o Setting
o Character Overview
o Plot
o Social circumstances
o Big Brother as symbol
o Oppression, totalitarianism
o Students complete guided notes
Start reading 1984
o First 15 pages
Introduce Summative Create Your Own Dystopian/Utopian Society due at
end of unit
Homework: Read next 20 pages of 1984
Day 3: 1984 Continued
Final short story due today
Watch trailer from The Giver
Quick-write: How does this compare to the dystopian fiction so far?
Idea of utopia as possible dystopia
Summarize last nights reading
Continue reading 1984 15 pages
Introduce character diary
o choose character
Begin writing in character diary
Homework: Read 1984 20 pages

Week 3
Day 1: 1984 Discussion
Write in character diary
Discuss last nights reading
Read 25 pages 1984
Think-pair-share: What are the downfalls weve seen in Oceana, the
society in 1984, so far?
Discussion over this question with specific examples from the text.
Homework: Read 1984 20 pages
Day 2: 1984 Reading & Project Work Day
Write character diary
Quickly discuss previous nights reading.
Read 25 pages 1984
Use the rest of class time for working on Create Your Own
Dystopia/Utopia project and Q/A
Homework: 20 pages 1984
Week 4
Day 1: Propaganda
Write in character diary

Introduce propaganda
o Show examples of propaganda
o Identify propaganda in 1984
Read 1984 20 pages
Students will create 4-square graphic organizer of propaganda in 1984 as
they read
o image of propaganda, what is the message being conveyed?, what
elements of propaganda are seen?, how effective is it?
Introduce Propaganda assignment due next class
Homework: Read 1984 20 pages
Day 2: Propaganda Gallery Walk
Write in character diary
Summarize and discuss plot from reading.
Introduce propaganda gallery walk and corresponding handout
o How persuasive was this propaganda? What was the message?
What appeals were affective? Was the layout clear?
Excerpts from Hunger Games
o What is the social critique portrayed in the Hunger Games?
Homework: Read 20 pages 1984

Day 3: Wrap Up 1984

Write in character diary
Quick write: In 5-10 sentences explain what has happened in last nights
reading. What do you think is going to happen next?
Read 20 pages of 1984
Debrief on major themes covered over past few weeks including: Different
forms of power, propaganda, media influence, aspects of utopia/dystopia
Homework: Create your own dystopia/utopia due next class
Week 5
Day 1: Create Your Own Dystopia/Utopia
Write final entry in character diary
Turn in character diary for grading
Quick-write: Reflection- what was the most difficult part of creating a
dystopia/utopia? What was the easiest part?
Dystopia/Utopia presentations
Discuss the similarities/differences in presented utopian/dystopian
societies.
Resources/Materials Required
(Texts, supplies, Internet resources, etc.)
-Copies of short story Harrison
Bergeron by Kurt Vonnegut
-Copies of short story The Lottery by
Shirley Jackson

Technology Integration
(Re: instructional delivery, student
activities, formal or informal inquirybased assignments, products, etc.)
-PowerPoints throughout unit to
present information and materials.

-1984 by George Orwell

-Various examples of propaganda
-Excerpts from The Hunger Games
-Rubrics for formative assessments
-Watch The Giver trailer
-Journal for quick-writes and character
diary

-Video clips will be presented at

certain points in the unit.
-Students must type their Dystopian
Short Story.

Potential Accommodations / Differentiation

Special Education
-Provide extra time to complete summative and formative assessments (before
school, during lunch, after school, etc.)
-Individual student-teacher conferences to make sure students stay on track
English Language Learners
-Providing hands on activities through the formative and summative assessments
-Divide the summative assessment into parts
-Provide extra time for completion of assignments
-Provide models or samples of activities
Gifted/Talented
-Allow students to explore their creativity through the summative and formative
assessments
-Allow the students to be leaders through discussions, group work, etc.
Prerequisite Skills / Critical
Background Content
Introduced to analyzing and
annotating literature
Knowledge elements of society
with potential to be critiqued
Characteristics of dystopian
literature
Introduced to ideas of
totalitarianism
Knowledge of when texts were
written and major things going on
at that time

Instructional Vocabulary
Dystopia
Utopia
Propaganda
Totalitarianism
Authoritarianism
Egalitarianism
Social consciousness
Apathy
Distortion
Oppression
Elite
Tyranny
Egalitarian
Allegory
Symbolism

Dystopian Short Story

Now that we have read Harrison Bergeron by Kurt Vonnegut and The Lottery
by Shirley Jackson and observed elements of the dystopian genre, you will create your
own dystopian short story. This is a creative project and should utilize your imagination!

In order for your short story to be part of the dystopian genre, you will need to
include a few elements:

A main character(s) that is struggling to live or be happy in the dystopia

you have created.

A clear and detailed description of what the dystopia looks like, how it
works (there should be a party/character in control), and possibly how it
came to be.

Conflict and resolution for your main character(s).

A clear beginning, middle, and end.

Literary devices: dialogue, imagery, simile, metaphor, irony, etc.

A critique on some aspect of society.

Your short story will need to need to be 2.5-4 pages typed double-spaced and in
12 point Times New Roman. You will bring a rough draft of your story on [insert date]
and we will have a peer edit workshop on this day. On [one week later] your final draft
will be due.
Look back at Harrison Bergeron for ideas on style and tone.
Be sure to read the rubric in order to meet all requirements.

Dystopian Short Story Rubric

Criteria
Characterization

EXCELLENT (4)
Student firmly establishes all
characters in the narrative with a
mix of dialogue, inner monologue,
physical description and/or actions
taken in the story. There is a clear
protagonist and antagonist. The
antagonist also drives the conflict.
There is clearly one group in control
and one group of characters
oppressed.

GOOD (3)
Student establishes most characters in
the narrative with a mix of dialogue,
inner monologue, physical description,
and/or actions taken in the story. There
is a clear protagonist and/or antagonist.
The antagonist is somewhat connected
with the conflict of the story. There is
clearly one group in control and one
group of characters oppressed.

Organization and
Structure

Students short story has a clear

beginning, middle, and end. There is
a clear plot and resolved conflict that
makes sense.

The students short story has a mostly

clear beginning, middle, and end.
The conflict is described and is appears
to be resolved logically. The transitions
may be less fluid.

Elements of a
Dystopia

Student provides a vivid depiction of

the dystopia they have created. The
narrative of the origins of the
dystopia and its functionality aids
the reader in understanding what a
dystopia really is. The dystopia also
clearly critiques some aspect of
society.

Student provides details that create an

interesting dystopia. Student
acknowledges how their dystopia came
to be and how it functions as a society.
The narrative behind this description
might sound mechanical at times. The
dystopia hints at a social critique.

Mechanics

There are almost no errors found

within the narrative regarding
mechanics, grammar, spelling, and
punctuation. Student uses a variety
of writing skills to enhance the
quality of the writing.

There are minimal errors found within

the narrative regarding mechanics,
grammar, spelling, and punctuation but
does not effect the ability to understand
the story.

FAIR (2)
Student attempts to establish
some characters by trying to
use dialogue, physical
description, inner monologue,
and/or actions taken in the
story, but there is a lot of
confusion some of the
characters traits. There may
not be a clear protagonist
and/or antagonist. The
antagonist could be connected
to the conflict, but it isnt clear.
The students short story has
parts of a beginning, middle,
and end, but lacks transitions
and cohesiveness. The conflict
may be difficult to identify.

POOR (1)
Student shows no attempt to
develop the characters in the
narrative by any means. The
characters seem to be simply
planted into the narrative with
no cause or purpose. The conflict
is muddled and is not connected
to the antagonist. There is no
recognizable protagonist or
antagonist.

Student attempts to describe

the dystopia they have created,
but only provide some details
behind its origins. The
description sounds more like a
list of details rather than being
part of the narrative. The
dystopia makes an attempt to
critique society, but falls short.
There are a few errors found
within the narrative regarding
mechanics, grammar, spelling,
and punctuation, and it may
interfere with readability.

Student provides no details

relating to the world they have
created in connection to it being
a dystopia. There are no
descriptive details in relation to
it being a dystopia.

"IRubric: Writing a Dystopian Short Story Rubric." - UC69BX: RCampus. N.p., n.d. Web. 20 Apr. 2015.
<http://www.rcampus.com/rubricshowc.cfm?sp=yes&code=UC69BX&>

The students short story has no

clear beginning, middle, or end.
There is no coherence or conflict.

The narrative contains many

errors in mechanics, grammar,
spelling and punctuation. The
intended meaning of certain
parts of the story is incoherent or
unclear.

Writing A Character Diary

You will begin writing a in a character diary every day during the
first portion of class.
This will be based off your readings of 1984.
Choose a character to write from the point of view of from 1984:
o Winston Smith
o Julia
o Mr. Charrington
o Syme
o OBrien
Write in 1st person (use I/we/us")
Choose an event to include from your reading of 1984.
Use textual evidence to describe the event or other details.
Include how the character may have felt or been thinking before,
during, or after this event. Reveal things that were not already
explicitly stated in the novel.
Use creative literary devices.
Keep to conventions of the novel and the dystopian genre.
Be creative!

Character Diary Rubric

CRITERIA

Background
Describe a main
event and give
important details
to support it. Use
elements of
dystopian fiction.

The entries are

inviting, thoroughly
states the main
events encountered
by the character and
included several
instances of textual
evidence from the
novel. Clearly retains
dystopian elements.
There are 5 entries.

The entries clearly state

the main events that
have been encountered
by the character and
include some instances
of textual evidence from
the novel. Retains
dystopian elements.
There are 4 entries.

The entries state the The entries

main events that have occasionally state the
been encountered by main events that have
the character and
been encountered by
include a few
the character and
instances of textual include no instances
evidence from the
of textual evidence
novel. Some
from the novel. There
elements of dystopian are 2 or less entries.
fiction. There are 3
entries.

Point of view
Write from the
character's point
of view (use I).
Write details in
the correct order
in which they
happened.

Details are
Details are placed in a Some details are
Many details are
effectively placed in logical order and the not in a logical or not in a logical or
a logical order and way in which they are expected order, and expected order.
the way they are
presented/introduced this distracts the
There is little sense
presented follows follows first person reader. First person that the writing is
1st person point of point of view.
point of view is
organized. Entry is
view.
used most of the
not written in first
time.
person point of
view.

Emotion
Include how the
character was
feeling during the
event.

Diary entry
thoroughly focuses
on character's
feelings regarding
the events they are
involved in.

Diary entry clearly

Diary entry focuses
focuses on character's on character's
feelings regarding the feelings regarding
events they are
the events they are
involved in.
involved in.

Diary entry does

not focus on
character's feelings
regarding the
events they are
involved in.

Creativity

The entry contains

many creative
literary devices.
Diction is relevant to
dystopian fiction.
Descriptions
contribute to readers
enjoyment.

The entry contains a

few creative literary
devices. Most of the
diction is relevant to
dystopian diction. Few
creative descriptions or
details to contribute to
readers enjoyment.

The entry contains

little creativity, few
literary devices,
and/or mundane
language.

The entry contains

little or no literary
devices or they
distract from the
story. Details and
descriptions are
present.

Based from: http://www.rcampus.com/rubricshowc.cfm?sp=yes&code=G48638&

Create A Propaganda Poster

Using your knowledge of elements of propaganda and persuasion, you are
going to create a propaganda poster. Your poster should be based off aspects of
1984. What message would Big Brother want to send to the people of Oceania?
What products would Big Brother want the people of Oceania to use? Keep your
audience in mind (the people of Oceania).

Your poster will need:

To communicate a message (believe this, do this, buy this)

Effective slogan

Persuasive vocabulary relevant to audience (think of the appeals!)

Persuasive graphics relevant to audience

A clear layout of words and images

Creativity!

You will also need a short explanation of your poster. What message is being
conveyed? How have you chosen to convey this message?

Your propaganda poster will be due next class in which we will all participate in
a gallery walk.

Be sure to read your rubric for the best possible score.

Propaganda Rubric
Criteria
EXCELLENT (4)
Audiences and Purpose Presents effective slogan;
Vocabulary and graphics
chosen to clearly resonate
with and persuade
audience. A clear
explanation of message
and method.
Organization

Persuasive Appeal

Use of Language

Uses layout and design to

show clear, consistent
organizational strategy;
effectively uses word and
image placement to make
a point.
Successfully utilizes
words and graphics to
persuade into complete
support for position; uses
multiple strategies to
appeal (ethos, pathos,
logos)
Successfully
communicates an idea
through clever use of
persuasive diction and
word choice.

GOOD (3)
Presents solid slogan;
Vocabulary and/or
graphics stand out to
audience. An explanation
of message and method.

FAIR (2)
Presents a slogan;
Vocabulary and/or
graphics stand out to
audience, but may be off
putting. An explanation
of message and/or
method but is lacking
logic.
Uses layout and design to Layout and design show
show consistent
inconsistent
organizational strategy;
organizational strategy
uses word and image
placement to make a
point.
Combines words and
Combines few words
graphics to persuade
and graphics that may
support for position;
diminish the position;
Uses fewer appeals or
May rely on only one
may rely more on one
strategy
than another.

Poor (1)
Suggests a slogan or does
not have a slogan; Lack
of attempt at
persuasiveness.
Insufficient or no
explanation.

Communicates an idea
through adequate use of
persuasive diction and
word choice.

Demonstrates poor use of

language and confuses
meaning

Misuses language and

lessens impact of ideas

Layout and design show

illogical organizational
strategy; words and
images lack coherence.
Uses words and images
that do not support
position; Persuasiveness
is ineffective and/or
confusing;

Based from:
http%3A%2F%2Fbhhs.bhusd.org%2Fapps%2Fdownload%2F5kHeKY17sI6IiSUwqZnTuBOaEzrg2y1gC
BrRDHAdpISdiv7P.doc%2FPropagandaRubric.doc&ei=qEo1VZe0K8jusAWJIGQCw&usg=AFQjCNE8kCy4Ug61UeKP3z_BZsdBonLMAA&sig2=X1jkMHzzKidDARL_AyQs5w&bvm=
bv.91071109,d.b2w

Propaganda Rubric
Mechanics

There are almost no errors

found regarding
mechanics, grammar,
spelling, and punctuation.

There are minimal errors

found regarding
mechanics, grammar,
spelling, and punctuation.

There are some errors

found regarding
mechanics, grammar,
spelling, and
punctuation.

There are many errors

found regarding
mechanics, grammar,
spelling, and punctuation.

Based from:
http%3A%2F%2Fbhhs.bhusd.org%2Fapps%2Fdownload%2F5kHeKY17sI6IiSUwqZnTuBOaEzrg2y1gC
BrRDHAdpISdiv7P.doc%2FPropagandaRubric.doc&ei=qEo1VZe0K8jusAWJIGQCw&usg=AFQjCNE8kCy4Ug61UeKP3z_BZsdBonLMAA&sig2=X1jkMHzzKidDARL_AyQs5w&bvm=
bv.91071109,d.b2w

Create Your Own Dystopia/Utopia

Your major grade for this unit will draw on everything we have learned
about dystopian/utopian literature, literary elements, and social critique. You will
need to create your very own dystopian or utopian society. This will be due and
presented to the class on the last day of our dystopian unit. Be creative and use any
mode or medium you would like. To ensure a passing grade, please include the
following:

Backstory: A dystopian/utopian society has a back-story: a war, natural disaster, or
other terrifying event is introduced early in the story to set the stage. Describe, in
detail, the back-story of how your dystopian/utopian society came to exist.

Setting: Describe the setting of dystopia/utopia. What does the place look like
where your citizens live? What do the buildings, homes, cars, etc. look like? What
year is it?

Map: A map (colored/illustrated) of your community/country/town/society.

Propaganda: An informational text from the government of your society.
a. This can be a letter, memo, brochure, etc.
b. We did this with 1984, now you create your own propaganda, relevant to
your society.

Government: Describe the government in your dystopia/utopia. What kind of

government exists? Who is in charge? What rules need to be followed? (at least 7
rules listed)

Citizen: Describe the average citizens in your dystopia/utopia. What do they wear?
Describe their appearance. What do they do for a living? Do they have children?
How do they behave on a daily basis? What do they do for fun? How do you respond
to the government?





Education: Describe the schools in your dystopia/utopia. What do students learn?
What do they do at school? What do they wear? How do they behave? What d

Social Critique: What does your dystopia/utopia critique about our society? How
do you do this?

Based from:
http://alexismwright.weebly.com/uploads/1/2/9/2/12921791/create_your_own_dy
stopian_society_project.pdf

Create Your Own Dystopia/Utopia Project Rubric

Required Elements: All elements of the project are
included and done thoroughly

____/20

Content-Writing: Content is well written, including

descriptive about the elements of the dystopian
society. Written portions show evidence of a well
thought out society.

____/30

Dystopian/Utopian Elements: The society

embraces the elements of a dystopia or utopia,
including clear criticism of a current trend, societal
norm, or political system.

____/20

Images: Images are included to show the feel and

look of the dystopia. They are printed graphics, cut
out of magazines or neatly drawn on paper

____/20

Content: Grammar and Conventions: The project is ____/20

proofread and is free of glaring grammatical or
mechanical errors. Spelling mistakes are few and
does not interfere with the reading of the material.
Protagonist: Your hero is well developed including ____/20
physical and mental character traits that relate to
why he or she is able to see through the dystopias
rules.
Neatness: This project is neatly prepared and
looks like a final draft, without elements scratched
out or sloppy drawings or handwriting. It may be
typed.

____/20

Project Grade:

____150