1. Building Your Own Dystopia
Group Mini Project- Language 7/8D
Why: We have been studying a specific type of story called dystopian literature. Authors use dystopias to critique parts of our own society that they think
are oppressive. In order to analyze and understand the ideas of dystopias further, you will create your own dystopia based upon a modern injustice you see
in our world and those represented in your novels collectively. By creating our awareness of how our society can be improved, we will push others and
ourselves to make a change and use our understanding of dystopias to critique and cause others to think more deeply about our own society.
What: Create your own dystopian society based upon one worrying/unjust trend you see in our world and/or your class novel. Your trend can come from
any aspect of your life (friends, school, media, government, business, etc.). It can also be inspired by the events in your novel. Just as it could be argued
that The Matrix is based upon the idea that “Humans use too much technology,” you will come up with your own observation about the world. After
selecting this one area, make a creative project that artistically represents a dystopia based upon your modern-day injustice. You will have to “multiply,” or
exaggerate, this trend in the future. Example: In Fahrenheit 451, Bradbury is critiquing censorship and the disconnection that technology causes in our
society.
Ideas: Technology concerns (Facebook, texting, video games and virtual reality, television, etc.), Environmental issues (global warming, pollution, waste,
etc.), Social/Human Issues (racial profiling, women’s issues, gender norms, gay rights, etc.), Government/Economic concerns (privacy and governmental
control, education and testing (cutting Arts, over-testing), hierarchy (the 99%), etc.), and others!
How: You will present the social issue that you are critiquing and then give an overview of your dystopia to the class in a presentation. In addition to the
overall summary of the dystopia, each group member will create an artifact that represents the dystopia in some way. You should focus especially on
setting and ensuring that your artifact demonstrates the social issue being critiqued and exaggerated in your created society. Your presentation could
include a usage of digital media. (powerpoint, prezi, video, blog)
Project Artifact Menu- Choose one of the following (one per person
in your group)
Propaganda poster/illustration
Song, chant, or rap
Illustration or blueprints of a typical dwelling from the dystopia
or a blueprint/illustration of the city/place
Comic (could be supporting or critiquing your dystopia
Project Steps
1. Select a modern social problem (This will determine the ideas you
will present in your dystopia).
2. Identify nature of control -- government, corporate, technology,
philosophical/religious.
3. Brainstorm example(s) of how citizens are expected to conform,
modes of control, and other characteristics of your dystopia.
Newspaper article
4. Create propaganda that helps control citizens.
Speech/ writing in role journal entry from a protagonist
5. Summarize your dystopia with particular emphasis on setting.
Law, Constitution, Bill or Act
6. Decide how your group will present this dystopia.
Commercial or advertisement
7. Think of any extra materials you will need to procure or create.
Another artifact of your choosing (with Ms. Gudov’s approval)
8. Practice your presentation.

2. Content Rubrics (2 group grades, 2 individual grades)
(Whole Group) Setting and Dystopia Analysis: Creates a realistic, detailed setting that is clearly portrayed
A+ / A
A- / B+
B / B-
Clearly portrays all
Clearly portrays several
Portrays several aspects
aspects of a creative,
aspects of setting that
of setting that align
unique setting that align align clearly with your
somewhat with your
clearly with the dystopic dystopic issue and are
dystopic issue and are
issue and are well
well developed in
solidly developed in
developed in artifacts
artifacts and digital
artifacts and digital
and digital presentation presentation
presentation
(Whole Group) Use of Technological/Digital Media
C+ / C / C-
D+/ D- / R
Portrays a few aspects
of setting that align
somewhat with your
dystopic issue and are
developed in either
artifacts or digital
presentation.
Setting does not
align clearly with
dystopia/ does not
address setting in
presentation
A+ / A
A- / B+
B / B-
C+ / C / C-
A+ / A
A- / B+
B / B-
C+ / C / C-
D+/ D- / R
Individual portion of
presentation is clearly
and effectively
organized with strong,
engaging details and
structure
Individual portion of
presentation is clearly
organized with strong
details and structure
Individual portion of
presentation is solidly
organized with solid
details and some
structure
Individual portion of
presentation has
some attempts at
organization but
some moments
wander
Lacks any clear
organization,
wanders/unprepared
Creatively integrates
Integrates digital media
digital media
throughout presentation
throughout
effectively, some
presentation to add to
moments of
engagement of audience engagement/creativity
(Individual): Organization of presentation
Integrates digital media
throughout presentation
Digital media exists,
but is not very
effective/becomes
distracting or misused
D+/ D- / R
Digital media is
not present
6. (Individual): Creativity and detail of artifact
A+ / A
A- / B+
B / B-
C+ / C / C-
D+/ D- / R
Individual artifact is
creative, innovative,
and strongly represents
multiple aspects of
dystopias
Individual artifact is
creative and clearly
represents several
aspects of dystopias
Individual artifact is
solid and represents a
few aspects of
dystopias
Individual artifact is
complete and shows
dystopian
characteristics, but not
creative or lacks some
effort
Individual artifact
is incomplete or
has nothing to do
with dystopias
Participation Rubric (Individual)
Group Work: Equal Participation- Engagement
A+ / A
A- / B+
Makes an effort to step up Makes an effort to
or step back, depending
step up or step back,
on level of participation
depending on level
Seeks a specific role to
of participation
contribute in group
Seeks a specific role
Discusses ideas and
to contribute
pushes thinking of the
Completes tasks fully
group
Completes tasks fully
Group Work: Respectful conduct
B / B-
Works well with group
mates most of the time
Seeks a specific role to
contribute
Completes tasks fully
though may need a few
redirections
C+ / C / C-
Disengages from
group work,
separating from
teammates, but does
work individually OR
needs frequent
reminder in order to
complete work
D+/ D- / R
The student makes
no effort to
contribute to the
group and/or the
student barely
contributes to the
project’s success.
A+ / A
A- / B+
B / B-
C+ / C / C-
D+/ D- /R
Maintains a positive
attitude and motivates
Respects work
time/spends all time
productively
Uplifts the group and
encourages everyone
Maintains a positive
attitude
Uses honest and
encouraging words
Respects work
time/spends most time
productively
Maintains a positive
attitude for the most part
Uses honest and
encouraging words
Respects work
time/spends some time
productively
Sometimes acting
as a negative
presence or
struggles working
respectfully with
others occasionally
Frequently a negative
presence in the group,
conflicts or disrespect
frequent, wastes group
time