TITLE OF LESSON PLAN:

Gulliver's Travels LENGTH OF LESSON: Two class periods GRADE LEVEL: 9-12 SUBJECT AREA: Literature CREDIT: Kirsten Rooks and Mary McLean. OBJECTIVES: Students will understand t e !ollowin"# 1. $onat an Swi!t co%%ents on undesira&le outco%es o! advances in science. 2. 't er aut ors ave also warned a"ainst a&use o! science.

MATERIALS: (or t is lesson) you will need# *oster or display &oard Markers !or writin" on poster or display &oard Glue) paste) or tape +io"rap ical re!erence works a&out writers

PROCEDURE: 1. ,! students ave read any o! t e !ollowin" novels or ot er works o! !iction in w ic aut ors warn a"ainst t e a&use o! science) as Swi!t does in Gulliver's Travels) t is activity can elp consolidate t inkin" a&out aut ors' views o! science and society. ,! students ave not yet read any o! t e !ollowin" novels) consider introducin" one or %ore as in-class or outside readin" a!ter students !inis Gulliver's Travels. Brave New World &y -ldous .u/ley 1984&y Geor"e 'rwell The Time Machine&y .. G. 0ells Voyage o he Bo om o! he "ea&y $ules 1erne

2. Tell students to relate one o! t e precedin" novels to Gulliver's Travels &y identi!yin" wit in it at least t ree passa"es in w ic t e aut or voices warnin"s2i%plicit or e/plicit 2a&out t e %isuse o! science. T en students s ould deter%ine i! eac suc passa"e is an intentional e/a""eration &y t e aut or or a reality-&ased prediction o! w at t e !uture will &rin" 3or as already &rou" t4. 5. Students s ould t en %ove &eyond t e novel t ey are writin" a&out and conduct researc on its aut or) recordin" events in is or er li!e t at could ave contri&uted to is or er views on t e e!!ect o! science on society. 6. 0 en t e researc is co%plete) students s ould present t eir work to t e class in a poster session. -%on" t e in!or%ation students s ould include on t eir posters is t e !ollowin"# - title o! poster 3no to &e %i/ed up wit t e title o! novel under study4 - clear identi!ication o! t e aut or and novel under study - i%a"es o! t e aut or and &ook - copies o! passa"es t at illu%inate t e aut or's view o! ow science a!!ects u%an society - co%%ent &y student on eac o! t e passa"es - an analysis o! events or in!luences in aut or's li!e leadin" to is or er views on science and society - a concludin" evaluation &y student assessin" validity o! aut or's stance on science and society

7. T e !inal ele%ent on eac poster s ould lead to a lively discussion &y students a&out

t e &ene!its and costs to society o! scienti!ic pro"ress. 8. 9isplay t e posters in your classroo% or in a part o! t e sc ool &uildin" to w ic students in ot er classes and "rades ave re"ular access.

ADAPTATIONS: ,nstead o! assi"nin" a second novel to students as a supple%ent to Gulliver's Travels#ask students to read one o! t e !ollowin" s ort stories or anot er story t at co%%ents on :uestiona&le e!!ects o! science on society. -sk students to cite at least one passa"e t at %akes suc a co%%ent. - ;(lowers !or -l"ernon)< &y 9aniel Keyes - ;T e (un T ey .ad)< &y ,saac -si%ov - ;T e (lyin" Mac ine)< &y Ray +rad&ury - ;.arrison +er"eron)< &y Kurt 1onne"ut - ;+y t e 0aters o! +a&ylon)< &y Step en 1incent +en=eacute>t

DISCUSSION QUESTIONS: 1. 0 at is satire? 0 at %akes it an e!!ective !or% o! criticis%? 2. ,n Gulliver's Travels) $onat an Swi!t e/a%ines t e essence o! u%an nature> are u%ans &asically rational and "ood &ein"s or i%pulsive and cruel &easts? 0 at does Gulliver discover a&out u%an nature? 9raw your own conclusion to t is :uestion and support it wit e/a%ples !ro% personal or current events. 5. 0 at) i! anyt in") s ould &e !ree !ro% attack &y satire? 6. 9iscuss w at is acco%plis ed in t e story &y c an"in" t e si@e o! Gulliver and t e people e interacts wit . .ow does t is c an"e o! scale a!!ect Gulliver's e/periences and is relations ips? 7. 0 at were $onat an Swi!t's views on science and tec nolo"y? Today) we tend to view

science and tec nolo"y as "ood and use!ul t in"s) t ou" t is is not always t e case. 9iscuss ways in w ic science and tec nolo"y ave ar%ed people or detracted !ro% society in "eneral. 8. 0 at do you &elieve $onat an Swi!t was tryin" to say re"ardin" society) politics) science and tec nolo"y) and social institutions o! is day? 9o you t ink e would &e %ore or less pleased wit our %odern institutions? '! w at aspects o! t ese %odern institutions do you t ink e would particularly approve or disapprove? EVALUATION: Aou %ay evaluate eac student's poster usin" t e !ollowin" t ree-point ru&ric# Three point :co%plete in!or%ation as speci!ied in t e *rocedures section> no errors in "ra%%ar) usa"e) and %ec anics T!o point :%ost in!or%ation as speci!ied in *rocedures> so%e errors in "ra%%ar) usa"e) and %ec anics One point:so%e in!or%ation as speci!ied in *rocedures> %any errors in "ra%%ar) usa"e) and %ec anics Aou can ask your students to contri&ute to t e assess%ent ru&ric &y deter%inin" criteria !or clarity and reada&ility o! posters. E"TENSION: S!i#t in the T!ent$%#ir t Cent&r$ 0 at would Swi!t t ink o! li!e in t is century? -s a class proBect) ave students co%pile a list o! twenty-!irst-century develop%ents t at %i" t &e tar"ets o! t e writer's satire i! Swi!t were alive today. Cac student can c oose one o! t e develop%ents on t e list and write a satirical essay or story a&out it. +e!ore students start on t is writin" proBect) review t e !eatures o! satire) and decide on a suita&le len"t !or t e essays and stories. A C'rtoon Co((e)tion *olitical cartoons ave &een !or centuries a co%%on and e!!ective !or% o! satire. -s a class) discuss t e use!ulness and appeal o! political cartoons. T en ave eac student collect t ree political cartoons !ro% current and old newspapers and %a"a@ines. Cac student s ould write an analysis o! t e issue &ein" satiri@ed and t e cartoonist's take on t e issue. (or class presentation) ave eac student select one o! is or er analy@ed cartoons) orally descri&e it to t e class) and e/plain w y ;a picture is wort a t ousand words.<

SUGGESTED READINGS: The T'(e Be'rer : Liter'r$ E '$ 1.S. *ritc ett. Rando% .ouse) 19D1. T e aut or o! t ese classic essays on %aBor Cn"lis and -%erican writers is i%sel! a world-!a%ous Cn"lis writer. .ere e discusses t e relations ip &etween a writer's work and is li!e and ti%es. Read is personal co%%ents on Swi!t as well as Rudyard Kiplin") $osep Eonrad) C.M. (orster) Gra a% Greene) Cvelyn 0au" ) .enry $a%es) Saul +ellow) Sa%uel *epys) and ot ers. .e sees Swi!t as a %an o! is ti%e) w ose daily li!e can &e seen in is writin"s. G&((i*er+ Tr'*e( : The Po(iti) o# S'tire Ronald Knowles) Twaynes Masterwork Studies F Ro&ert Lecker) "eneral editor. Twayne *u&lis ersF*rentice .all ,nternational) 1998. 9id you know t at Swi!t le!t %oney to esta&lis a ospital !or t e insane upon is deat ? T is &io"rap y o! Swi!t's li!e and ti%es says we do not ave to answer t e :uestion o! w et er Gulliver's Travels is a novel or a satire. ,t is &ot novel and satire as well as an account o! travel) realis%) !antasy) and !a&le. ,EB LIN-S: G&((i*er+ Tr'*e( .$ Pro/e)t G&ten.er0 - pu&lic do%ain copy o! t e e-te/t o! Gulliver's Travels is availa&le !or downloadin". ttp#FFpro%o.netFp"FGtitlesFG. t%l G&((i*er+ Tr'*e( Cdited te/t) ti%eline) illustrations) and lots o! Gulliver links. - "reat site to &e"in t e study. ttp#FFwww.Ba!!e&ros.co%FleeF"ulliver O)e'n P('nt: Inter1i )ip(in'r$ M'rine S)ien)e A)ti*itie 0 en studyin" Gulliver) you %ay &e lost wit t e lan"ua"e t at is ;salted< wit words derived !ro% t e sea. T is site will elp en ance t e study wit lesson plans) resources) etc. ttp#FFeducate.si.eduFlessonsFcurrkitsFoceanFre!lectFessay. t%l The Art Te')her Conne)tion Great site !or ideas !or incorporatin" art into a literature unitH ttp#FFwww.pri%enet.co%FIarted Geo2etr$ 'n1 G&((i*er+ Tr'*e( 9iscussion site wit ideas !or incorporatin" "eo%etry into t e study !or teac ers usin" JESM* "eo%etry te/ts. ttp#FF!oru%.swart %ore.eduFIsara F.TMLt readsFarticletocsF

G&((i*er+ Tr'*e( Le on One Cssay and discussion topics ere t at would &e use!ul in t e study o! Swi!t. ttp#FFwww.dce.ttu.eduFdlFcoursesFen"l25K2Fen25K2K1. t%

VOCABULAR3: '. tr')tion -n idea t at is t eoretical) rat er t an practical or !actual. Conte4t: ,t is a&straction t at Swi!t is a"ainst. .e associates a&straction wit science. .i5'rre C/tre%ely unconventional or eccentric. Conte4t: ,n Gulliver's Travels) Swi!t takes t e reader on !our &i@arre Bourneys. nepoti 2 (avoritis%) suc as in t e appoint%ent to a Bo&) &y t ose in o!!ice toward %e%&ers o! t eir own !a%ily. Conte4t: T ere e/ists a political situation t at is &ased on nepotis%) !avoritis%) !lattery) and corruption. per pe)ti*e - point o! view or an idea o! t e relative i%portance o! one t in" to anot er and t eir true relations ip. Conte4t: T rou" out t e voya"e) Swi!t radically plays wit our sense o! perspective) !orcin" us to ree/a%ine our own nature. 'tiri t So%eone w o uses stin"in" wit) u%or) or irony to attack !olly or u%an vices. Conte4t: Swi!t was t e "reatest satirist in t e Cn"lis lan"ua"e. ACADEMIC STANDARDS: Gr'1e Le*e(: 8-D) 9-12 S&./e)t Are': literature St'n1'r1:

9e%onstrates co%petence in applyin" t e readin" process to speci!ic types o! literary te/ts. Ben)h2'r6 : 78%9:Knows t e de!inin" c aracteristics o! a variety o! literary !or%s and "enres 3e.".) !iction) non!iction) %yt s) poe%s) !antasies) &io"rap ies) auto&io"rap ies) science !iction) tall tales) supernatural tales4. 7;%<=:,ndependently applies t e readin" process and strate"ies to satires and parodies t at are o! su&stantial len"t . Jnderstands t e de!inin" !eatures and structure o! satires and parodies. Gr'1e Le*e(: 9-12 S&./e)t Are': literature St'n1'r1: 9e%onstrates a !a%iliarity wit selected literary works o! endurin" :uality. Ben)h2'r6 : 9e%onstrates an understandin" o! w y certain literary works are considered classics or works o! endurin" :uality and su&stance. 9e%onstrates a !a%iliarity wit a variety o! classic -%erican) +ritis ) and world literature and t eir aut ors. Gr'1e Le*e(: 9-12 S&./e)t Are': literature St'n1'r1: 9e%onstrates co%petence in t e "eneral skills and strate"ies !or readin" literature. Ben)h2'r6 : Makes a&stract connections &etween is or er own li!e and t e c aracters) events) %otives) and causes o! con!lict in te/ts. Gr'1e Le*e(: 9-12 S&./e)t Are': &e avioral studies St'n1'r1: Jnderstands t e various %eanin"s o! a social "roup) t e "eneral i%plications o! "roup %e%&ers ip) and t e di!!erent ways t at "roups !unction. Ben)h2'r6 :

Jnderstands t at "roup identity %ay create a !eelin" o! superiority) w ic increases "roup co esion &ut %ay also occasion ostility toward andFor !ro% ot er "roups. Jnderstands t at social "roups %ay ave patterns o! &e avior) values) &elie!s) and attitudes t at can elp or inder cross-cultural understandin".

Di )o*er$S)hoo(>)o2 http:??!!!>1i )o*er$ )hoo(>)o2