How does solitude affect someone’s physical, emotional and mental state over time? (Solitude)
How do different behaviors contribute to someone’s psyche and how others perceive them? (Psychology)
How does your community or lack there of affect your psyche?
How does one take responsibility for other members of the community? Should we hold our selves responsible to other’s decisions and actions? (Neighbor responsibility)
How are societal expectations for behavior different depending on the culture you are apart of? (Societal expectations for behavior)
How does detailed imagery and descriptive language create reader investment in the story? (Descriptive language) (stream of consciousness)
IB Learner Profiles: Inquirers: Students will be researching psychological disorders and inquiring into what different aspects make up that disorder. Students will be asking their peers questions in order to understand the make up of someone’s psyche and the character’s psyche. Risk takers: Students will be expected to defend an argument as to which psychological disorder is present in one of the main characters while taking on a new role as a psychologists and experimenting with scientific writing.
Cite evidence from the novel and synthesize that evidence with research found on the topic
Identify usage of descriptive language throughout the text in order to identify patterns of psychological behavior.
Determine the cause and effect of certain events on character development?
Differentiate differences between narrative writing and scientific reporting and use that knowledge to write a psychological analysis.
Infer distinct characteristics based on subtle behaviors changes and responses to stress.
Unit Assessment: Psychological Analysis: Diagnosis Report
Obsessive compulsive disorder
Social anxiety disorder
Antisocial personality disorder
Borderline personality disorder
Acute stress disorder
At the beginning of the unit, students are assigned 1 of 10 psychological disorders students will give a presentation to the class the basic information about the disorder. As they read the novel they will be taking notes when they observe different symptoms of the same disorder and pulling out quotes that help demonstrate those symptoms. The final report will be structured like a psychological analysis report and will be using data collected from the text to diagnose one of the characters- either Emile Hazel or Mr. Palamedes Bernardin.
Questions and Defense day: students who have the same disorder stand in the front of the room for about 5 minutes. They will pretend they are doctors and answer 5 questions written by instructor and students with vote which disorder fits the character best. Winning doctors awarded extra credit on their analysis report.
International Mindedness: Treatment of psychological disorders in other countries Countries: France, Thailand, USA (different races), Russia, North Korea Questions:
What are the statistics of people diagnosed with a psychological disorder?
What types of treatment are available for those diagnosed?
Does the country/ insurance agencies cover the cost of the psychological treatment?
How are those with psychological disorders treated and perceived by people in their community?
How do these ideas connect with your personal perceptions about mental disorders?
Application to TOK: Students will be analyzing how language is used to convince both oneself and others that their decisions being made are ethical or justified. Characters in the novel use language to justify right and wrong and students will be defending how they “know” if the character is right or wrong through their reading of the character’s language.
Catholicism: How do Catholics reach out to those in need of support for things such as hospitality towards the homeless, mentally ill, their neighbors and their families in comparison to how the main characters demonstrate hospitality toward their guests.
Common core: CCSS.ELA-LITERACY.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, including determining where the text leaves matters uncertain. CCSS.ELA-LITERACY.RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-LITERACY.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). CCSS.ELA-LITERACY.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-LITERACY.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. CCSS.ELA-LITERACY.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 here for specific expectations.)