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Handmaid’s Tale Project

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Last year my students read The Handmaid’s Tale in American Lit. I’m reworking my unit this year to really emphasize the relationship between Atwood’s dystopian world and real-word political, religious, and human rights issues throughout history and in contemporary societies. It’s easy to get caught up in the strangeness of the story itself — but Atwood is directing her story toward real issues we face. We read The Handmaid’s Tale following The Crucible, so it makes for an interesting transition regarding themes of women and power and the impact of religion on politics. With increased access to chromebooks in my classroom this year, I’m hoping that this final project — a PowerPoint (or Google Slide) presentation will give my students a chance to practice real-world skills and conduct meaningful research.

Final Project, The Handmaid’s Tale

  • Goal: Connect the surreal, dystopian world of Gilead to real issues faced by individuals and societies today or in the past.
  • Role: American Lit teacher.
  • Audience: Members of your American Lit class.
  • Situation: An opportunity to share the world of The Handmaid’s Taleand more importantly, its emphasis on satire and social commentary, with your class
  • Product: An interactive PowerPoint (or Google Slide) presentation that you will present in a five minute presentation

Process

Pick one of “Atwood’s Targets” (satire & social commentary points) to focus on:

  • “Rapid change into extraordinary brutality from an apparently civilized society”
  • A superficial and misleading focus on “family values” in oppressive societies
  • A focus on indoctrinating the young in repressive regimes
  • To oppress groups, oppressive leaders first dehumanize them
  • Books and literacy were seen as threats in oppressive societies
  • Oppression of women — e.g., requirements to be fully covered, limitations on their education
  • Objectification of women, women = their bodies, women’s bodies are their most important asset
  • Government through fear — brutal punishments to intimidate the population
  • Rigid gender roles — each gender serves a specific, prescribed function in society
  • The evils of slavery

Review your copy of The Handmaid’s Tale and find two instances of this “target” being examined, explored, satirized 

Research governments or religions that contain elements of oppression or face human rights challenges (either historical or contemporary) and take notes on how this government or religion exhibits your chosen “target.” Check out these resources to get a feel for the types of sources you should be consulting:

 Review these resources for how to create a high quality, interactive PowerPoint. 

Review PowerPoint or Google Slide software so you know what you’re doing, tech-wise. 

Create your PowerPoint (or Google Slide) presentation connecting your research to The Handmaid’s Tale. Cite your sources. 

Script the verbal part of your presentation and rehearse. 

RUBRIC
Total Possible Points =160

Criteria A – 36-40 pts B – 32-35 pts C – 28-31 pts D – 24-27 pts F – 23 pts or below

Explanation of Ideas & Information

Regularly builds in audience interaction

Presents information, findings, arguments, and supporting evidence clearly, concisely, and logically, audience can easily follow the line of reasoning

 

Does not read off the slide and is well-rehearsed but not scripted in delivery

 

Conveys passion for ideas and show

Builds in audience interaction at some points

Mostly presents information, findings, arguments, and supporting evidence clearly, concisely, and logically, audience can follow the line of reasoning

 

Does not read off the slide and is rehearsed in delivery

 

Conveys passion for ideas and show

 

Rarely builds in audience interaction

May not present information, findings, arguments, and supporting evidence clearly, concisely, and logically, but audience can generally follow the line of reasoning

Mostly does not read off the slide and is mostly rehearsed in delivery

 

Conveys some passion for ideas and show

Does not build in audience interaction

 

Presents information, findings, arguments, and supporting evidence in a way that is confusing and/or incoherent; audience struggles to follow the line of reasoning

May read off the slide frequently; delivery is unrehearsed or overly scripted

 

Conveys minimal passion for ideas and show

Builds in no audience interaction

 

Sloppily presents information, findings, arguments, and supporting evidence; audience can’t follow the line of reasoning

 

Reads off the slide frequently; delivery is unrehearsed or overly scripted

 

Does not convey passion for ideas and show

Organization

Meets all requirements for what should be included in the presentation

Has a clear and interesting introduction and conclusion

 

Organizes time well; no part of the presentation is too short or too long

Meets all requirements for what should be included in the presentation

Has a clear introduction and conclusion

 

Mostly organizes time well; for the most part, no part of the presentation is too short or long

Meets most requirements for what should be included in the presentation and has an introduction and conclusion

 

Some parts of the presentation may be too short or too long

Meets some requirements for what should be included in the presentation but many elements are missing

 

Parts of the presentation are too long or too short

Does not meet requirements for what should be included in the presentation

 

The presentation is disorganized; time is not used effectively

Eyes, Body, & Voice

Keeps eye contact with audience most of the time; only glances at notes or aides

 

Uses natural gestures and movements

 

Looks poised and confident

 

Speaks clearly, not too quickly or slowly

 

Speaks loudly enough for everyone to hear; changes tone and pace to maintain interest

 

Rarely uses filler words

 

Adapts speech for the context and task, demonstrating command of formal English when appropriate

Keeps eye contact with audience most of the time; only glances at notes or aides

 

Mostly uses natural gestures and movements

 

Mostly looks poised and confident

 

Mostly speaks clearly, not too quickly or slowly

 

Mostly speaks loudly enough for everyone to hear; may change tone and pace to maintain interest

 

Uses filler words occasionally

 

Demonstrates some command of formal English when appropriate

Keeps eye contact with audience some of the time; may look too closely at notes or aides

 

May use unnatural gestures and movements

 

May not look poised or confident

 

May speak too quickly or too slowly at points

 

May not speak loudly enough for everyone to hear; may not change tone and pace to maintain interest

 

May use filler words often

 

Demonstrates some command of formal English when appropriate

May struggle to keep eye contact; may look too closely at notes or aides

 

Uses unnatural gestures and movements

 

May not look poised or confident

 

Speaks too quickly or too slowly at points

 

Does not speak loudly enough for everyone to hear; does not change tone and pace to maintain interest

 

Uses filler words often

 

Doesn’t demonstrate command of formal English when appropriate

Does not make eye contact; looks too closely at notes or aides

 

Uses unnatural gestures and movements

 

Is not poised or confident

 

Speaks too quickly or too slowly at points

 

Does not speak loudly enough for everyone to hear; does not change tone and pace to maintain interest

Use filler words

 

Doesn’t demonstrate command of formal English when appropriate

PowerPoint

PowerPoint follows all guidelines in assignment instructions – simple, readable, incorporates pictures or video — and effectively contributes to audience engagement and understanding

 

Demonstrates thorough research; sources are cited

PowerPoint mostly follows all guidelines in assignment instructions – simple, readable, incorporates pictures or video – and contributes to audience engagement and understanding

Demonstrates some thorough resources; sources are cited

PowerPoint follows some guidelines in assignment instructions – simple, readable, incorporates pictures or video – and somewhat contributes to audience engagement and understanding

Demonstrates research; not all sources may be cited

PowerPoint is missing several important guidelines in assignment instructions – struggles to contribute to audience engagement and understanding

Demonstrates minimal research; not all sources may be cited

PowerPoint is missing most guidelines in assignment instructions – does not contribute to audience engagement and understanding

Lacking in research quality and citation of sources

Monday is for Margaret Atwood

Screen Shot 2013-07-15 at 3.08.06 PMI recently purchased the novel Cat’s Eye on the basis of its $4.98 sale price and its author Margaret Atwood, whose novels The Blind Assassin and The Handmaid’s Tale have captivated me with their universal themes and strange, otherworldly settings.

Cat’s Eye is not a science fiction book, but Atwood’s penchant for the wild and surreal shines through in her exploration of the central character’s consciousness, raising questions about the power of childhood imagination and adult memory, as well as the fluid, fleeting nature of identity.

Elaine Risley is a painter who reluctantly returns to her native city of Toronto to attend a retrospective of her work. Written from Elaine’s perspective but alternating between different incarnations of Elaine at different ages, the narrator is what an English teacher might call unreliable: young Elaine knows things that old Elaine has forgotten; old Elaine has the advantage of hindsight and the burden of more stubborn biases. Only the reader has full access to Elaine’s disassembled story.

The youngest version of Elaine is a tomboy, content to follow her older brother Stephen as the family treks through the forests of Northern Canada in their “boat-sized Studebaker,” guided by the caterpillar studies of her biologist father and defined by a milieu of motels, canned food, pine trees, and car trips. Her mother is outdoorsy and “wild.” From a young age, her brother broods about a fourth, time-space dimension and grows up to be a physicist.

Elaine’s reverence for her older brother is broadcast in endearingly childlike terms, i.e.,“‘his only weakness that I knows of is his tendency to get carsick,’” evoking the short-lived purity of childhood sibling friendship. Atwood also touches on the existential thoughts that children experience: when the family is living in an abandoned campground, Elaine adopts an outsider’s view of her parents: “‘I see my parents, in through the window, sitting beside the kerosene lamp, and they are like a faraway picture with a frame of blackness. It’s disquieting to look at them, in through the window, and know that they don’t know I can see them. It’s as if I don’t exist, or as if they don’t.’”

This gives way to a slightly older Elaine, wishing for “friends who will be girls, girl friends, [she] know[s] that these exist, having read about them in books…” The family settles down in Toronto, and Elaine is forced to navigate female friendships that prove baffling and cruel. Twin sets, household appliances, and exclusive lines at recess overtake and delineate her old, tomboy-ish world. The characters Carol, Grace, and Cordelia jointly attempt to “improve” Elaine, described with watchful, desperate immediacy by the young narrator:

“‘It’s one of her friendly days; she puts her arm through my arm, her other arm through Grace’s, and we march along the street, singing We don’t stop for anybody. I sing this too. Together we hop and slide. Some of the euphoria I once felt in falling snow comes back to me; I want to open my mouth and let the snow fall into it. I allow myself to laugh, like the others, trying it out. My laughter is a performance, a grab at the ordinary.’”

Elaine’s fastidious efforts toward social acceptance continue: she earnestly imitates her friend Grace’s religious zeal and submits to humiliating dares. This culminates in a near-death experience at the bottom of a steep ravine. The extent of their cruelty, and a vision of the Virgin Mary holding a cat’s eye, finally liberate her from the need to fit in.

The contrasting worlds of Elaine’s childhood — her nomadic family versus cruel, small town cliques — converge when Elaine becomes an artist. She gains admission into a drawing class on the basis of her sketches of plant and insect life. A few years later, she gains critical acclaim through surreal depictions of small town life, painting visual cues of the fear, bitterness, and contempt that she felt.

My favorite parts were the narration by the child version of Elaine. The earnestness and determination of her voice reminded me of the recent movie Beasts of the Southern Wild, and its heartbreaking, vulnerable, headstrong protagonist, how the minds of children are fertile grounds for storytelling.

[Photo: “DIY Margaret Atwood Mask,” Christos Tsirbas’ photostream]

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