1. I Know Who You Are:Analysis of a Dystopian Society By Chantel Kapustik

2. Genesis of the Project Totalitarian and/or dystopian governments may start with good intentions and uplifting slogans but later corrupt these, injecting inspiring or even innocuous words with horrific connotations. Jack Pidgeon’s commencement speech for the Class of 1982, titled, “But, Of Course, I Know Who You Are,” promotes self-discovery while emphasizing his connection with a particular group of boys. In using this phrase, I want the boys to tap into a unique part of the Kiski vernacular and imagine the ways in which they could subvert its original intention.

3. Essential Questions What is the definition of a dystopian society? What are the purposes and/or consequences of creating and/or maintaining a dystopian society? How do real-world concerns translate into literary forms? How can language be manipulated for advancement or subjugation?

4. Timeline Semester-long project Interspersed between dystopian short stories, novels, and movies Intermediate deliverables due weekly

5. What do I want my students to learn? Elements of dystopian literature Societal structures of various dystopias Societal ramification of dystopian governments Effects of government on individual freedom Manipulation of language through propaganda Political/governmental motivation (real-world and fictional) Hyperbolic projections of real-world concerns

6. What will the students produce? A Wikipedia-style entry or “mockumentary” detailing various aspects of their original dystopia, including the topics listed below. A propaganda campaign with posters and video demonstrating and resisting the political slogan “I Know Who You Are” (propaganda for government and resistance factions)

7. Wikipedia Entry Required Categories Name of society/government/country Geographical location Governmental/Political structure Leader of government/social structure History—how this dystopia came to be Military—history and/or current status Important historical/military figures Resistance/revolutionary groups Propaganda/controls for populace Flags or other governmental symbols Euphemisms/control of language Family/social structure

8. Wikipedia Entry Optional Catergories Freetime/social activities Beliefs toward religion, sex, intellectual freedom, etc. Environmental changes—wildlife/climate Architecture Technology Art/literature Currency

9. Exhibition Art display of posters/video Viewings of Wikipedia entries or mockumentaries

10. Intermediate Deliverables Rough drafts/Revisions of Wikipedia sections Rough drafts/Revisions of video script Sketches of propaganda posters Rough cuts/edits of propaganda videos

11. Interdisciplinary Connections Modern European History Art Digital Media Music Theater Global Studies Foreign Policy

12. Community Connections IUP grad students—editors Fine Arts—art/music/theater/ digital media Swank Student Center or Rogers Auditorium—exhibition space

13. Technological Integration Wiki/blog—posting pseudo-Wikipedia entries Video-editing programs Sound-editing programs

14. Opportunities for draft/critique/revision

15. Opportunities for student reflection and accountability

16. Student Assessment