Ray
Bradbury seemed to think so…
In an interview
about Fahrenheit 451, Bradbury told what his purpose for science fiction
was:
"The function of science fiction is
not to predict the
future
but to prevent
it."
Introduction: This quote has become an
important focus when analyzing science fiction (s/f) today. S/f writers tend to use their stories to
remind the audience of the negative possibilities of current trends in society:
technology, laws, medicine, etc. When s/f writers ask the question “What if?” they are attempting to
create a social change. Whether
it’s the idea of Big Brother watching over all, genetic harvesting for those
who can afford it, or the depletion of the ozone layer because of chemicals
being put into the atmosphere…oh wait that is happening; s/f acts as social
commentary to at least let the public see possibilities and then make up their
own minds.
Task: Your task will be to look
at social trends in society as a science fiction writer would. In short you
will be exploring social trends as Bradbury’s approaches science fiction
writing: The function of science fiction is not to predict the future but to
prevent it. Once you have determined
various social trends in our society that could have possible negative
repercussions, you will choose the trend you feel could have the most negative
effect on society. You will then use the Public Policy Analyst (PPA) method
to develop a policy that could stave off your chosen trend’s possible
consequences. Your final project will be
a brochure describing what can be done to stop the negative possibilities of
your chosen social trend.
Procedure:
1. In preparation for this project you will
read and analyze one of the four following s/f stories:
“Post-Mortem People” by Peter Tate “Minority Report” by Philip K. Dick
“Harrison
Bergeron” by Kurt Vonnegut Jr. “Puppet
Show” by Fredric Brown
Analyze
the major theme of the story you have read and discuss in a brief reflection
piece what your author is attempting to prevent from happening in the
future. These stories deal with a
variety of issues: organ donors, human relations, criminal laws, and
equality.
2. For this project you will work in groups of
3. Since this is a group project keep in
mind that it’s not only your grade that you control.
3. You
will use the following steps below in developing and solving your social trend.
Visit each link below to get an extended explanation for the PPA process. Also
make sure to print out the worksheets for each section. Use these worksheets to define the problem, gather evidence, identify causes,
evaluate a policy, develop solutions, and select the best solution. These will be handed in with your brochure.
4. You
will create a brochure with a title and at least five visuals with captions, which
explains the visuals. The pamphlet must
be at least five pages long. It must
contain an explanation of what negative consequences could occur from your
social trend. The brochure must contain
negative and positive aspects of this social trend as well as existing laws and
regulations surrounding it. And last,
you must include new policies that your group feels could stave off the
possible negative effects.
5. You
will conduct a ten-minute oral presentation, which will include the information
you have gathered about you chosen social trend: problems, existing policies,
proposed policies. Each member of the
group must present at least one aspect of the project.
Quick reminder of items that will be handed
in and will determine your grade.
1.
Individual Requirement—Reflective piece on one of the four
s/f stories.
2.
Group Requirement—PPA worksheets to define the problem,
gather evidence, identify causes, evaluate a policy, develop solutions, and
select the best solution.
3.
Group Requirement—Brochure
4.
Group Requirement—Presentation
Resources:
Below
are a few web pages that will help you when examining existing policies in our
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Rubrics:
Guidelines for your individual reflection on one of
the four short stories:
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90% + |
80% + |
70% + |
60% + |
Less than 60% |
|
Exemplary Individual has provided a very well-thought out
response to the chosen short story that includes a specific social trend that
the author is trying to prevent in the future. Individual has used
specific examples from the text to support the controlling idea of the
reflection. |
Strong Individual has provided a clear response to the
chosen short story that includes a specific social trend that the author is
trying to prevent in the future. Individual has used a specific example from the text
to support the controlling idea of the reflection. |
Capable Individual has provided a quick response to the
chosen short story that alludes to a social trend that the author is trying
to prevent in the future. Individual has mentioned examples (non-specific)
from the text with a vague support to the controlling idea. |
Fair Individual has provided a vague response to the
chosen short story that hints at various social trends that should be
changed. Individual has hints at examples from the text but
fails to support the controlling idea. |
Limited Individual has written a reflection that does not
mention anything about prevent social trends. Individual uses no examples from the text, nor is
there a controlling idea of the reflection. |
Guidelines for your bulletin or pamphlet and oral
presentation are as follows:
|
90% + |
80% + |
70% + |
60% + |
Less than 60% |
|
Exemplary Group presents a clear, specific understanding of
the topic. Group has completed all PPA worksheets required
before due date and answers are very well developed. Group created a brochure that goes beyond the basic
requirements. They have used their new
knowledge when participating in all oral discussions. High interest and excitement have led the group to
an investigation that reaches far
beyond the requirements. |
Strong Group presents a clear, specific understanding of
the topic. Group has completed all PPA worksheets required on
time and answers are very well developed. Group created a brochure that goes meets the basic
requirements. They have used their new
knowledge when participating in all oral discussions. High interest and excitement have led the group to
an investigation that meets the requirements. |
Capable Group presents a decent understanding of the topic. Group has completed all PPA worksheets required on
time and answers are somewhat developed. Group created a brochure that goes beyond the basic
requirements, but failed to utilize their new knowledge when participating in
all oral discussions. Low interest and excitement have led the group to an
investigation that meets the requirements. |
Fair Group somewhat vague understanding of the topic. Group has not completed all PPA worksheets required
on time and answers are not very developed. Group created a brochure that does not meet the
basic requirements, and never truly used it other than a display. Low interest and little excitement have led the
group to an investigation that does not meet the requirements. |
Limited Group lacks understanding of the topic. Group has not completed all PPA worksheets and
answers are rushed through. Group did not have a brochure created or completed. Very low level interest and excitement have led the
group to an investigation that does not meet the requirements. |
Standards:
English Language Arts:
STANDARD 1--Students will read, write, listen, and speak
for information and understanding.
STANDARD 3--Students will read, write, listen, and speak
for critical analysis and evaluation.
STANDARD 4--Students will read, write, listen, and speak
for social interaction.
Social
Studies:
Standard 5--Civics,
Citizenship, and Government
Conclusion:
After completing this Web Quest, you should…
~Be aware of how
s/f writers often use their stories as social commentary
~Have a basic understanding of how to go
about changing public policy
~Be able to identified
possible social problems within your own society
~Be able to use
the PPA method to enacting social policy changes.
~Have a base understanding of designing a brochure