Proposed Course Outline - Myung, Mark, Cheng

Year 1

Literary

1. ‘Poetry by Anna Akhmatova / Wislawa Szymborska / Bei Dao'

2. ‘Pyongyang: A Journey in North Korea’ – Guy Delisle

3. ‘A View from the Bridge’ – Arthur Miller

4. ‘Oxyx and Crake’ – Margaret Atwood

Non-Literary

1. ‘West World’ by Christopher and Jonathan Nolan

2. Autobiographical writing by North Korean defectors

3. Photography by Henry Cartier Bresson

4. Speeches by Winston Churchill

5. The Economist / The New Yorker Cartoons

6. The Alex Jones Show

7. Tweets by Donald Trump / Milo Yiannopoulos / Nigel Farage

8. Ad Campaigns by Green Peace / Amnesty International / Oxfam / Red Cross

To be completed...

Year 2

Literary

1. ‘Non-Existent Knight’ – Italo Calvino

2. ‘Walden’ – Henry David Thoreau

Non-Literary

To be completed

Extended CAS-TOK Project

Non-literary texts to be covered: 

1. Extracts from autobiographies written by North Korean defectors

2. Docu-series on North Korean defectors

3. TED talks on North Korean defectors

Targeted students: 

A class of 20 (divided into 6 mini-groups)

CAS Initiatives

1. Info-graphics / listicles to be presented during a school assembly (organized under 3 parts, with 2 groups responsible for 1 part)

2. Posters to crystallize the narratives of North Korean defectors in a visually captivating and stylistically consistent/diverse manner (organized under 3 parts, with 2 groups responsible for 1 part)

3. Book drive / fundraiser to be tied to local NGOs (Rosters for 6 groups needed for the week-long initiative)

4. Videographers / photographers to document the actual experiences

TOK Discussion

1. Presentation of histories from contrasting perspectives

2. Role of power in writing History and micro-histories 



 

Hedda Gabler (Ibsen) <-----> Persepolis (Satrapi)
Concepts in common: Identity, Perspective

Themes, Ideologies, Issues (between texts):

• Rights and oppression - social restrictions
• Inequalities
• Challenging society and authority
• Individual struggle - internal and external
• Breaking free
• Writer's intentions to bring about social awareness (reception)
• Silencing and marginalization of women
• Ideologies  (political and social)

Proposed Titles for Paper 2

Stella, Hannah, Constance, Steven, Cheng

Text 1 - Prose:  'The Bell Jar'

Text 2 - Prose: 'The Handmaid's Tale'

Shared Thematic Threads: Identity, Gender, Power, Oppression, Silencing of Voice...

Kim, Glenn, Ben, Andrew 🤔

Current Grade 12 SL class: Persepolis & A Doll's House 

Some possible ideas to explore that lend themselves to Paper 2:

• Representation (gender and/or religion - similar to her prologue)
• Conforming to societal norms
• Developing one's identity
• Resolutions of conflict
• How home is represented
• The role of family 
• The concept of power
• How wealth shapes our experiences 

Here for a template for unpacking questions.  (Click for hyperlink)

Here is a template for tracking our reading.  (Click for hyperlink)

Learning Activities for Criterion B

The following resources are to be used/proposed:

1. Non-Literary (advertisements and copy-writing): Nike's 'Dream Crazy' campaign featuring Colin Kaepernick

2. Non-Literary (online blog spots): Campaign of Black Lives Matter

3. Non-Literary (political commentaries): Speeches by Barack Obama

4. Literary (Rap lyrics): Various lyrics and songs by Common

5. Literary (Poetry): Poetry from Harlem Renaissance, e.g. Langston Hughes

6. Literary (Essays): Essays from Walker or Morrison

Hopefully, the above titles are thematically linked, yet provide enough diversity in language to stretch students in their understanding in Criterion B.

Criterion C: Kim, Andrew, Ben, Glenn

⭐✒️⭐📗Some possible ways to help students understand Criterion C 📗⭐✒️⭐

• Condense every paragraph into a single sentence or clause. Summarizing each idea, kind of like a reverse outline. Focusing on a logical flow. 
• Teach students how to deconstruct the guiding question and shape their outline around key words/concepts from that question.
• Provide outlines, scaffolds, and graphic organizers. (Can even generate their own.)
• Read sample essays and highlight structural tools (such as transitions).