UNIT STANDARD 8834 version 4

6 Credits - Level 3 (Reading)

Investigate a theme across a range of selected texts and evaluate the outcomes of the investigation

People credited with this unit standard are able to: select and read an inclusive range of written, oral, and visual texts related to a theme; maintain a log of the reading experience; and present and evaluate the outcomes of the investigation of a theme.

Due: First Friday of Term Four 2011

1. Overview During the year you will focus on a particular theme. Using texts you have selected, complete an investigation into this theme. Overall you will read eight texts linked to the theme including at least four written texts, two visual texts and two oral texts. You will complete log entries on each text and write a report on your findings, making connections between texts. The texts must have been read this year to be included for assessment. You will complete reading and log entries in class, when time is made available, and at home.

The selection of texts will include: • Texts from contemporary and historical periods • At least two texts (or authors) with established critical reputations • More than one cultural perspective • A balance of male and female viewpoints or authors 2. Theme The unifying theme for the texts should be discussed with your teacher.

3. Making Journal Entries For each text: • Explain the link between the text and the theme. For example: • How was the theme presented in the text? • What made this text alike or different to others that also present this theme? • What was similar or different in key aspects of the plot, setting and language of the text

• Support your explanation with at least two specific details from the text. • Write a response for each text. This should give your view on how the theme is treated in the text. • You could give your reaction to the author’s perspective on the theme. To get thinking about the author’s attitude, develop some statements which you think the author might agree or disagree with. • Support your response with at least two specific details from the text. Note: It may be possible to use the same two details to support both your theme link explanation and your response. If only two details are included, both must be relevant to your explanation and response.

4. Establishing Critical Reputation You need to find evidence of critical reputation for two texts. This might be a mention in a book about writing, nomination for an award, or praise from another recognised writer. Critical reputation could be for the author or the text. You need to indicate specifically what establishes this critical reputation. You might highlight a section of text printed from a website (with the address included) or write out a relevant part of a review. Material from the text’s cover notes is NOT suitable.

5. Discussing One Text You will discuss at least one self-selected text approved with your teacher. You will need to be able to talk about the text in a convincing way. You could discuss the text’s link to the theme or important ideas. You could also refer to other aspects including character, incident, setting, effects, or methods of presentation.

6. Writing Your Final Report Present your theme study as a written report using this structure: • An introduction identifying texts chosen and key aspects of your investigation. • Four sections, one each for the two similarities and two differences in how the theme is treated, with a supporting detail from each text mentioned. You do not need to refer to all eight texts. You may refer to the same text in more than one section. If you do use the same text more than once, the supporting details as well as differences or similarities mentioned MUST be different. • A conclusion, which could also incorporate your evaluation. Your log entries will provide valuable material for your report. As you prepare to write your report, read through the entries highlighting how each text treats the theme as well as the similarities, differences NOTE: Texts can be used more than once. A minimum of two texts must be considered in detail in the final report. Four distinct similarities and differences must be identified. Different supporting details are needed for texts used more than once

EXAMPLE JOURNAL ENTRY Title: The Handmaid’s Tale Theme: Dystopia Type: Written Date: March 2009 Author: Margaret Atwood In this example, the words in bold are examples, the words in italics are personal responses and the words underlined are links to the theme. The Handmaid’s Tale is a dystopian novel written by Margaret Atwood. Offred, the main character, narrates the story in the immediate present tense but often flashes back to her life before Gilead. Gilead is a totalitarian state that has replaced the United States of America. Offred serves the state as a handmaid, a woman whose role it is to offer her body and ‘fruitfulness’ to an elite couple in order to bear them a child. In Offred’s case, she is the handmaid of the commander and his wife Serena. Offred, along with all other handmaids, can only leave the Red Centre on shopping trips, cannot completely shut her bedroom door and is watched constantly in public by “The Eyes”, Gilead’s secret police force. All of these conditions are typical of a dystopian view of the future where a totalitarian state controls the lives of individuals, and where an artificial hierarchy is enforced on people through the use of instruments of fear. Like most dystopian texts control is demonstrated even through the manipulation of characters’ everyday speech. The use of language as a tool of power is shown throughout in many different ways. Men are named by military rank, women by their gender roles as wives, handmaids or marthas. Gilead maintains control over women and their bodies by maintaining this control over their names. Deformed babies are classified as unwomen or unbabies. Perhaps the most most controlled aspect of their speech would be that there are prescribed greetings for personal encounters. We mainly see this in the text when Offred goes on her shopping trips. Any word out of turn could give her away as a non-believer. A conversation between Offred and the new Ofglen goes like this: “Blessed be the fruit May the Lord open We’ve been sent good weather Which I receive with joy” Another theme presented in the text is the causes of complacency. This is shown when Offred begins to adapt and accept her life, much like her wild friend Moira who loses all passion to rebel and free herself. Offred’s mum had once put the idea to Offred that it is “Truly amazing what people can get used to, as long as there are a few compensations.” This idea is apparent as Offred lives her controlled life in the Centre whilst having an affair with Nick. It gives her a humanity that compensates for her life EXAMPLE REPORT ENTRY Theme: Dystopia SIMILARITIES: Hillary Clinton and Martin Luther King speeches on human rights Hillary Clinton’s speech, “Women’s Rights are Human Rights”, and MArtin Luther King’s Speech “I have a Dream” both deal with human rights and despite being delivered thirty years apart - and to different audiences - both speeches have similarities. Both speakers were important American leaders when they made their speeches. MArtin Luther King was a black civil rights leader and made his speech in August 1963 at a rally at the Lincoln Memorial in Washington DC. Hillary Clinton was a United States senator who had campaigned for equal rights for women and made her speech to a United Nations sponsored conference for women in Beijing, China in 1995 Both Clinton and King firmly express their beliefs in basic rights, freedom, equality and respect for all humanity. Both were pushing for these rights for the different groups that they represented. Both speakers relate the meaning of life to freedom and equality amongst all people. Martin Luther King made it his life ambition to demolish racism towards blacks in the U.S. “We can never be satisfied as long as the Negro is the victim of unspeakable horrors and police brutality.” Hillary Clinton had a lot of determination and selfmade political power and this is apparent in her speech, “As an American I want to speak up for those women in my own country...” Both Clinton and King had successful personal lives. Both were married and raised children. They had an understanding of love, and viewed the world as a giant family - only able to function at its best with co-operation, respect, love, understanding and equality. This understanding comes through in both texts. King included his children as one reason he was so determined to abolish racism, “I have a dream that my four little children will one day live in a nation where they are not judged by the colour of their skin but by the content of their character” Clinton’s understanding of human relations also came from her experiences of meeting women of many cultures all over the world. “We come together in fields and in factories. We come together in village markets and supermarkets. We come together in living rooms and board rooms.” 8. Writing an Evaluation Write a short evaluation of your theme study. The evaluation could be part of your conclusion in your report. You should comment on the value, interest or effectiveness of the study. ting women of many cultures all over the world. “We come together in fields and in factories. We come together in village markets and supermarkets. We come together in living rooms and board rooms.” In their speeches both leaders promote the same idea of freedom, equality and basic human rights being the core meaning of life. With these values everyone is able to achieve their potential, regardless of where they come from or whatever culture they might have. Both speakers make the point strongly in their speeches that we all must share this world together and it is the responsibility of us all to promote these values. As Clinton says “Those of us who have the opportunity to be here have the responsibility to speak for those who could not”