1984 Final Project George Orwell’s 1984 is so widely read because it raises many interesting and important questions. In a live or recorded presentation, examine (#1) a central theme or issue in Orwell’s fictional 1984, and compare it to (#2) things that have happened, or are happening, in the real world since the novel was written. In choosing your topic, as well as how to present it, you – unlike the characters in 1984 – have a lot of freedom. Most of these topics will be new to you, so ask yourself right away which ones appeal to you. Then, read 1984 with the focus of a researcher. It is important that you begin researching your topic early, as you’ll need your reading notes on 1984 to help you make your case. The sooner in the reading schedule that you narrow down to one or two favorite topics, the better your final project experience will be. A successful presentation: ü follows a design approved by the teacher. ü lasts roughly five minutes. ü explains the topic in 1984 in accurate detail. ü supports your work with specific passages from the text. ü explicitly connects Orwell’s writings with a real-world issue o (“Explicitly” means “don’t just hint at it, come out and say it!”) ü explains the real-world topic, defining terms as necessary. o (Explain similarities and differences to Orwell’s vision.) ü supports your major claim/s with research. Format Every project requires research. Present your findings in a speech, video, song, collage, sculpture, guest speaker or interview, short film, or almost anything other format. The only requirements are that you present in room 111, the last week of May, in front of the class, and that your project is approved by the instructor. 1 Project Rubric Category Exceeds Standard Meets Standard Standard Not Met (A) (B-C) (D-F) [9-10 / 10] [14-15 / 15] [7-8 / 10] [11-13 / 15] [0-6 / 10] [0-10 / 15] Presentation defines key terms, makes Clear and clear comparisons, and uses consistent Creative language that orients the audience. Stronger than (B-C) Medium is appropriate to the topic. Weaker than (B-C) ___/10 pts. Production quality and pace are thoughtfully designed to support content and raise audience interest. The order of the presentation makes Well- sense; it includes a clear beginning Organized (intro,) middle (body,) and end Stronger than (B-C) (conclusion.) Presenter clearly describes Weaker than (B-C) ___/10 pts. the connections between ideas, and transitions effectively between them. Presentation correctly and specifically Accurate & defines key terms and ideas from 1984. Thorough The novel itself is well-researched by (Orwellian) Stronger than (B-C) presenter; at least two passages from the Weaker than (B-C) text are introduced accurately and are ___/15 pts. appropriate to the topic. Presentation correctly and specifically Accurate & defines key terms and ideas from outside Thorough Orwell’s time or knowledge. The topic is (Modern) Stronger than (B-C) well-researched, with at least two non- Weaker than (B-C) 1984 examples introduced accurately and ___/15 pts. appropriately. Writer makes minimal errors in grammar, Mechanically spelling, or production that distract from Sound overall meaning. English language and (Grammar, Stronger than (B-C) audiovisual techniques support and Weaker than (B-C) Spelling & reinforce meaning. Major words and Format) phrases (such as title, author, and key concepts) are never incorrect. Presenter ___/15 pts. clearly understands the topic well. Writer usually uses in-text citations when Uses MLA presenting facts that need verification. Format Stronger than (B-C) Works Cited section at end of the Correctly presentation lists at least three works Weaker than (B-C) cited (including 1984) with few errors. ___/10 pts. TOTAL: 75 points 2 Topics Below is a list of possible topics. You can also develop a high-quality project not listed here. If you think you have a good one, check with the instructor for permission. • Doublethink. Requires special approval from Mr. Zitrin! o Orwell’s idea that we can think, and believe, two contradictory thoughts at once. o Examples: An Olympic athlete must convince herself for four years that her sport is the most important thing in the world – then, on race day, that it’s no big deal. • Doublespeak. (Not actually a term used in the novel 1984!) o The practice of saying two different things that conflict with each other. o This can include paradox, oxymoron, and/or contradiction and fact-checking. o Examples: Politics, legal ethics, advertising and business, other fields. • Thoughtcrime. o Can you commit a crime just by thinking? o Examples: Predictive policing. Is it possible to take action against a crime that hasn’t happened in the physical world, such as a person planning a terrorist attack who’s done nothing illegal? o What happens when the free flow of information – such as an independent media or individual freedom of speech – is reduced or erased? (Net neutrality) • Newspeak. o Orwell’s fictional ruling “Party” erases all complexity from language, so that people are forced to think simply and original ideas are no longer a threat. o Students choosing this topic will receive early guidance on reading the appendix, which looks closely at Orwell’s invented language, before the rest of the class. o Examples: Texting, emojis, political correctness, media trends, political news. o “The Tower of Babel:” Examine the diversity of language. Are there more types of language now than before? How has this evolved, and why is it important? • Big Brother. o The villain of 1984 never actually appears in person, yet his looming figure dominates the book and the minds of readers. Who is today’s Big Brother? There are so many possibilities, including politicians, celebrities, financial giants and large corporations… Even the late Steve Jobs (for example) could be Big Brother, since we have no way of knowing whether B.B. is even still alive. • Suppression or control of a population, through… (choose one): o the use of technology § Examples: present-day policing; “Corporate America,” o the use of propaganda (misleading political language) § Examples: present-day North Korea, Nazi Germany, many others o the invasion or erosion of privacy. § Examples: present-day Cuba; corporate America. o the use of torture and/or making people “disappear.” § Examples: Cambodia’s Khmer Rouge, Nazi Germany, Chile, Iran 3 o conformity (“herd mentality”) and operant conditioning. Although not actually a term from the novel 1984, this has become known as “groupthink.” § Examples: Nazi party membership in Germany, 1930s-‘40s § B.F. Skinner and the rise of behaviorism; U.S., ~1940s-‘50s § Peer pressure, for example among adolescents o another specific tool • Present-day authoritarian or totalitarian regimes. o For examples, look at any world leader Donald Trump admires: China’s Xi, North Korea’s Kim, Russia’s Putin, Philippines’ Duterte, Venezuela’s Maduro, & more o See topic “Suppression…” • Relationships and intimacy going extinct. o In 1984, intimacy is fading fast. Explore societies & groups where relationships must be approved, and must benefit the society as a whole. You may investigate political policies like China’s “One Child” policy and now gender imbalance, or the role of technology in today’s relationships. • How love, unity, truth, or strong morality can overthrow power structures. o Or vice versa: How power conquers love, unity, truth, or morality. o Examples will vary, but possibilities include: The hippie movement and the Vietnam War, Ghandi and Indian independence, M.L. King and U.S. civil rights • How social media has brought about a modern-day, digital 1984. o There are a number of ways to support this claim – Google “1984” and “social media,” for starters – especially the lack of true privacy and data collection. o What would happen if someone tried to go off the grid and, for example, quit Google, Amazon, and social media networks? What would it take? And of course, what would be the comparison to characters’ goals in 1984? • Doubting reality itself. o The deliberate manipulation of reality, or “gaslighting.” § Example: The play Gaslight (source of the term “gaslighting,”) present-day or historical politics; personal experience. o “Revisionist history,” or “the winners write the history books.” § What historical facts or people have been hidden? How, by whom & why? § Howard Zinn’s “A People’s History of the U.S.” explores who “tells” history o Very different ideas about what a person’s right to privacy is. § Examples: Big data, government surveillance. o Filter bubbles: Social media algorithms just help us all confirm our own beliefs o Deleting your digital footprint (going off the worldwide grid): Can it be done? How? (In 1984 the “memory hole” and changing old news helps erase the past) o It may be possible to detail how specific mental illness relates to parts of 1984 • The role of economic class in revolution. o You must explain ideas of class revolution in both world history and 1984. From the book, this includes a close look at the role of the Proles. o Examples: The French, American, or other democratic Revolutions. 4 o Examples: The Russian, Chinese, Salvadoran, Chilean, Cuban, or other Marxist Revolutions. • The battle for self-control in social contexts. o In 1984 “your worst enemy… was your own nervous system.” Students may be able to connect themes of hiding, loneliness, and social deception in 1984 with real-world cases of social anxiety, imposter syndrome (feeling like a fake, ex: online) or depression. • Activism. Start a campaign (such as a social media movement or letters to Congress) to change or eliminate a practice you believe is “Orwellian.” o This could also happen as part of another project.