Unwind by Neal Shusterman

Essential Question:

How do dystopian and utopian narratives reflect contemporary societal concerns and values?

In what ways do the stories and media pieces challenge our understanding of what a 'perfect' society should be?

What literary techniques do authors and creators use to convey the dangers and critiques of dystopian societies?

Portrait of a Graduate:

Critical Thinking: Understand and evaluate complex ethical issues and their broader societal implications.

Responsibility: Consider the consequences of actions and the importance of integrity in decision-making.

Global Citizenship: Embrace civic responsibilities and understand societal challenges and varying perspectives.

Communication: Articulate thoughts and insights effectively in discussions and written reflections.

Learner’s Mindset: Seek novel experiences and openness to change by exploring different characters' perspectives.

Collaboration: Work as a team to analyze and debate the different forms of resistance and conformity in the novel.

Inquiry Question:

Moral and Ethical Dilemmas: How does Unwind explore the moral and ethical implications of organ harvesting in a dystopian society? What does this reveal about the value of human life and individual autonomy?

2. Inquiry Question:

Impact of Government and Society: In what ways does the government’s policy on unwinding reflect broader societal attitudes towards youth and control? How do these policies affect the characters' sense of identity and freedom?

3. Inquiry Question:

Resistance and Rebellion: How do the characters in Unwind respond to the oppressive societal norms and laws? What motivates their actions, and what do their responses suggest about the potential for resistance and change in a dystopian world?

Student Outcomes:

Moral and Ethical Dilemmas: Students will analyze and evaluate the moral and ethical implications of organ harvesting as depicted in Unwind. They will be able to articulate their understanding through written or oral presentations, supporting their analysis with evidence from the text.

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2. Student Outcomes:

Impact of Government and Society: Students will examine the ways in which government policies and societal attitudes in Unwind influence characters’ identities and freedoms. They will be able to connect these themes to real-world issues and present their findings in essays or discussions.

3. Student Outcomes:

Resistance and Rebellion: Students will explore the motivations and actions of characters who resist societal norms in Unwind. They will demonstrate their understanding by creating character analyses, discussing the impact of resistance, and proposing potential outcomes for the characters and society.

Skills Demonstrated:

Critical Thinking: Analyzing complex themes and moral dilemmas, such as that of unwinding. Evaluating characters' decisions and their impacts.
Communication: Articulating ideas and arguments effectively in discussions and writing. Listening and responding to diverse viewpoints.
Collaboration: Working in groups to dissect themes and characters. Contributing to collective insights and solutions.
Ethical Reasoning: Reflecting on and debating moral issues. Considering the ethical implications of societal norms.
Reading Comprehension: Understanding and interpreting literary elements. Identifying themes, motifs, and symbols.
Writing: Crafting analytical essays and reflective pieces. Developing coherent arguments and supporting them with evidence.

Standards:

RL.9-10.2: Determine a theme or central idea of a text and analyze its development over the course of the text.
RL.9-10.3: Analyze how complex characters develop, interact, and advance the plot or develop the theme.
RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.11-12.4: Produce clear and coherent writing appropriate to task, purpose, and audience.
W.11-12.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions.
SL.11-12.4: Present information clearly and persuasively, with supporting evidence.
L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage.
L.11-12.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Additional Skills:

Resources:

Magnus Chase: The Sword of Summer by Rick Riordan/

The Witch’s Heart by Genevieve Gornichec/

Ariadne by Jennifer Saint /

Athena’s Child by Hannah Lyn/

A Spartan’s Sorrow by Hannah Lynn /

Daughter of Sparta by Claire Andrews

[Our Hidden Google Drive Resource link]

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