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Harrison Bergeron/ Kurt Vonnegut/ Created by Clovis DistrictUnit 1Title:Harrison BergeronSuggested Time:5 (45 minutes per day)Common Core ELA Standards:RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.4, RL.9-10.10; W.9-10.1, W.9-10.4, W.9-10.9; SL.9-10.1; L.9-10.1, L.9-10.2, L.9-10.4Teacher InstructionsPreparing for Teaching1.Read the Big Ideas and Key Understandings and theSynopsis. Please do notread this to the students. This is a description for teachers about the big ideas and key understanding that students should take away aftercompleting this task.Big Ideas and Key UnderstandingsThrough excessive regulation and oppression, society—not just the individual—sacrifices religion, culture, artistry, beauty,and greatness.Television, as a main-stream media source, has the power to enforce a particular propaganda.SynopsisIn “Harrison Bergeron,” Kurt Vonnegut, Jr. uses irony to illustrate how enforcing absolute equality would require a ridiculously totalitarian society. This story begins with introducing George, who is forced to wear handicaps by the government, to prevent him from thinking or having physical abilities “above average.” His wife Hazel is not handicapped, and to the reader seems very unintelligent. Their son, Harrison, has been taken away by the government and later in the story, revolts and is killed as a result. Vonnegut uses the characterization of Harrison, Hazel, and George to show how conformity stifles individualism and is detrimental to society.2.Read the entire selection, keeping in mind the Big Ideas and Key Understandings.
Harrison Bergeron/ Kurt Vonnegut/ Created by Clovis District3.Re-read the text while noting the stopping points for the Text Dependent Questions and teaching Tier II/academic vocabulary.During Teaching1.Students read the entire selection independently.2.Teacher reads the text aloud while students follow along or students take turns reading aloud to each other. Depending on the text length and student need, the teacher may choose to read the full text or a passage aloud. For a particularly complex text, theteacher may choose to reverse the order of steps 1 and 2.3.Students and teacher re-read the text while stopping to respond to and discussthe questions, continually returning to the text. A variety of methods can be used to structure the reading and discussion (i.e., whole class discussion, think-pair-share, independent written response, group work, etc.)Text Dependent QuestionsText-dependent QuestionsEvidence-based AnswersCiting examples from the text, what can you infer about the type of government that was in existence in the year 2081? (Pg.21)One can infer that through multiple amendments to the constitution “All this equality was due to the 211th, 212th, and 213thAmendments to the Constitution,” that society has changed dramatically. It is stated that people were “equal in every which way.” The government and the United States Handicapper General, aid in keeping the society equitable: “unceasing vigilance of agents of the United States HandicapperGeneral.”