Lesson: Anthem I: Individualism
Class set of both graphic novels
Attached Relationships reading
Attached Vocabulary Notebook
Attached Anthem Question Packet
(If using only one copy of novels for the whole class, you will need a document camera to project the text.)
Designate a section of the white board that will be static throughout this unit. At the top in large print, write “We all need something to believe. We use our beliefs to make sense of this crazy world. We use it to decide what is right and wrong. This is our philosophy or worldview. What is your philosophy or worldview? Could you convince someone else to believe the same?
Underneath, write the following definitions. Individualism = the worldview that the rights and wants of the individual are more important than the rights and wants of the group or of others
Collectivism = the worldview that the rights and wants of the group are more important than those of any individual
Below that, draw a spectrum that is clearly labeled on one end “Individualism” and “Capitalism”, and on the other end “Collectivism” and “Socialism”.
Leave space underneath for students to declare what inspires their worldviews. Label this “I get my worldview from…..”
Social Studies 12.10 Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government.
English Language Arts 11-12LA3.9 Analyze the philosophical arguments presented in literary works to determine whether the authors’ positions have contributed to the quality of each work and the credibility of the characters. (Philosophical approach)
Ask students to read the attached pages on Relationships, discuss what they think, and write out their responses to 3 of the Character Dilemmas. Assign small groups to work cooperatively. Circulate and discuss students’ answers. (15 – 30 mins)
Direct students to the designated static area of the board. Ask a student to read the large print aloud and ask for any reactions, students who are confident in the origin of their worldview. Explain that in this project we will explore two different ways of thinking about the world, and both strongly affect the people who believe them. This project may change students’ minds about their worldview, or they might not be sure where they stand, and that is okay. Point out and read the definitions of individualism and collectivism. Point out that this disagreement is the basic disagreement that underlies all American political disagreements and the difference between political parties.
Distribute the Project Vocabulary Notebook and lead students through the first 8 words. Provide definitions and examples, and time for students to supply non-examples and illustrations.
Distribute attached Question Packet and discuss Pre-Reading Questions with students.
Begin reading the graphic novel aloud, modeling how to progress through the pages and look at the pictures. Point out that almost the entire book is narrated in the third person, although the narrator is the main character.
Establish the procedures that are acceptable for reading and answering the questions in your class (individual, aloud, small group, partners, etc.)
Students read novels/graphic novels according to classroom system.
Remind students that we are talking about two different worldviews in this project, individualism and collectivism. This book sketches a picture of both, but which do you think the author is “selling”?