"The world, that understandable and lawful world, was slipping away."
Background
In 1954, William Golding published his first novel, Lord of the Flies, which details the adventures of British schoolboys stranded on an island in the Pacific who descend into barbaric behavior. Although at first rejected by twenty-one different publishing houses, Golding's first novel become a surprise success, winning the Nobel Prize for Literature.
Adventure stories such as Robinson Crusoe and Swiss Family Robinson depict people who are stranded on deserted islands transforming and civilizing nature. Lord of the Flies subverts the genre. It shows boys stranded on an island who try to civilize nature, but instead descend into savagery. While other adventure novels support the idea that man is inherently civilized, Lord of the Flies uses the genre to suggest exactly the opposite.
William Golding's Lord of the Flies explores the struggle between good and evil and was born out of the author's own life experiences. Golding fought in World War II and was part of a generation that witnessed some of man's cruelest acts. To many it seemed that what we gained in technological progress we lost in moral vision.
Every year, the American Library Association's Office for Intellectual Freedom compiles a list of formal complaints filed by patrons demanding that certain books be removed from schools or public libraries. Lord of the Flies persistently makes the top 100 on this list.
Adventure stories such as Robinson Crusoe and Swiss Family Robinson depict people who are stranded on deserted islands transforming and civilizing nature. Lord of the Flies subverts the genre. It shows boys stranded on an island who try to civilize nature, but instead descend into savagery. While other adventure novels support the idea that man is inherently civilized, Lord of the Flies uses the genre to suggest exactly the opposite.
William Golding's Lord of the Flies explores the struggle between good and evil and was born out of the author's own life experiences. Golding fought in World War II and was part of a generation that witnessed some of man's cruelest acts. To many it seemed that what we gained in technological progress we lost in moral vision.
Every year, the American Library Association's Office for Intellectual Freedom compiles a list of formal complaints filed by patrons demanding that certain books be removed from schools or public libraries. Lord of the Flies persistently makes the top 100 on this list.
As you read the novel, keep in mind that the behavior of the characters is meant to be indicative of human nature in a general sense, not simply a reflection of the behavior of boys.
What insights into (or opinions about) human nature do the characters' actions reveal?
What insights into (or opinions about) human nature do the characters' actions reveal?
Survival Project
As the culminating assessment for our study of Lord of the Flies, you will work in groups of 4 or 5 to complete a series of tasks related to a survival scenario.
Scenario:
On a class trip to Australia, your airplane crashed onto a deserted island somewhere in the Pacific Ocean. As the oldest survivors, you and your group members are in charge of establishing order and ensuring all survive on the chance you are rescued. Also, all technical/radio equipment on the airplane has failed and in rummaging through the wreckage, you find no cell phones. You, therefore, have absolutely no contact with the civilization you left behind. As an extra pressure, the tide is coming in and will wash away the wreckage, so you need to be selective about what you will be salvaging from the plane as your time is limited. Survival will depend completely on you and the other members of your group. There is no sign you will be rescued in the near future, but there is a chance a ship or plane may pass near the island eventually, so having an effective rescue plan is important. However, there is also a chance you might be on the island indefinitely.
Project Components Overview
Island Fact Sheet
Groups will begin their projects by creating an Island Fact Sheet, the group's answers to questions about their island and situation. The group's answers to these questions will serve as pre-writing for the individual survival tasks.
The Island Fact Sheet is posted on Google Classroom. Answers are expected to be collaborative; however, each group member completes and turns in his or her own Island Fact Sheet.
Survival Tasks
Each group member is responsible for completing one of the following tasks. Groups are encouraged to collaborate in the planning and design stages of each task with the group member responsible submitting the task. The completed Survival Task is an individual assessment grade and is worth 75 points
Journal Entries
Each group member completes three journal entries related to his/her time on the island. Journal entries are an individual assessment grade and are worth 15 points each.
Group Presentation
Upon the completion of the Survival Tasks and Journal Entries, each group will present a summary of their island survival experience including the sharing of selected journal entries. The Group Presentation is a group assessment grade and is worth 50 points.
Group Evaluation
Following the Group Presentation, students will evaluate their own participation/performance for the entire project and the performance/participation of their group members. Scores for each group member are averaged for an individual homework grade.
Scenario:
On a class trip to Australia, your airplane crashed onto a deserted island somewhere in the Pacific Ocean. As the oldest survivors, you and your group members are in charge of establishing order and ensuring all survive on the chance you are rescued. Also, all technical/radio equipment on the airplane has failed and in rummaging through the wreckage, you find no cell phones. You, therefore, have absolutely no contact with the civilization you left behind. As an extra pressure, the tide is coming in and will wash away the wreckage, so you need to be selective about what you will be salvaging from the plane as your time is limited. Survival will depend completely on you and the other members of your group. There is no sign you will be rescued in the near future, but there is a chance a ship or plane may pass near the island eventually, so having an effective rescue plan is important. However, there is also a chance you might be on the island indefinitely.
Project Components Overview
Island Fact Sheet
Groups will begin their projects by creating an Island Fact Sheet, the group's answers to questions about their island and situation. The group's answers to these questions will serve as pre-writing for the individual survival tasks.
The Island Fact Sheet is posted on Google Classroom. Answers are expected to be collaborative; however, each group member completes and turns in his or her own Island Fact Sheet.
Survival Tasks
Each group member is responsible for completing one of the following tasks. Groups are encouraged to collaborate in the planning and design stages of each task with the group member responsible submitting the task. The completed Survival Task is an individual assessment grade and is worth 75 points
- Task 1 - Map of Island and Written Description
- Task 2 - Group's Symbol/ Governing Structure
- Task 3 - Illustrated, Annotated Timeline including key events, images, and responses
- Task 4 - Survival Guide/ Rescue Plan
- Task 5 - Bill of Rights / Rules of Society
Journal Entries
Each group member completes three journal entries related to his/her time on the island. Journal entries are an individual assessment grade and are worth 15 points each.
Group Presentation
Upon the completion of the Survival Tasks and Journal Entries, each group will present a summary of their island survival experience including the sharing of selected journal entries. The Group Presentation is a group assessment grade and is worth 50 points.
Group Evaluation
Following the Group Presentation, students will evaluate their own participation/performance for the entire project and the performance/participation of their group members. Scores for each group member are averaged for an individual homework grade.
Survival Tasks
TASK 1: ISLAND MAP
Map out the island. Begin with a pencil/ pen sketch. The final map will be drawn in color on poster board. Be neat in your depiction. . . creativity is always a plus!
Include a compass rose, legend/key and distance scale. Use this link to review the elements of a map.
http://www.gitta.info/LayoutDesign/en/html/DefOrgMapEle_learningObject1.html
Be sure to note the key natural features and characteristics of the island such as mountains, beaches, food, water, shelter, where animals may be found, potential dangers. Draw a color map of your island, pointing out where you have placed things, such as shelters and fresh water.
Write a 150-200 word description of your island. In this description, put into words the features and characteristics shown on your map. Any other explanations of what is included on your map, I will leave up to your descriptive powers. Remember to note what flora (plants) and fauna (animals) are on the island (this must be believable for a South Pacific island; i.e. no bears or cacti).
Map out the island. Begin with a pencil/ pen sketch. The final map will be drawn in color on poster board. Be neat in your depiction. . . creativity is always a plus!
Include a compass rose, legend/key and distance scale. Use this link to review the elements of a map.
http://www.gitta.info/LayoutDesign/en/html/DefOrgMapEle_learningObject1.html
Be sure to note the key natural features and characteristics of the island such as mountains, beaches, food, water, shelter, where animals may be found, potential dangers. Draw a color map of your island, pointing out where you have placed things, such as shelters and fresh water.
Write a 150-200 word description of your island. In this description, put into words the features and characteristics shown on your map. Any other explanations of what is included on your map, I will leave up to your descriptive powers. Remember to note what flora (plants) and fauna (animals) are on the island (this must be believable for a South Pacific island; i.e. no bears or cacti).
TASK 2: GROUP'S SYMBOL / POLITICAL & SOCIAL STRUCTURE
- Select some sort of resource similar to, but not, a conch shell that you will use to enforce social order. You noticed that there are children on the other side of the island, so you may want something that will bring everyone together.
- Decide how you will organize yourselves socially/politically. Examples: Who will build shelters? Who will collect the water? Who will hunt? Who will be the leader? How will the leader be chosen? How will decisions that impact the entire group be made?
- For Task 2, create a poster board displaying
- A drawing/image of the symbol.
- A 8-10 sentence paragraph describing the symbol of power, how/why you chose it, and how it is used to enforce social order.
- A 8-10 sentence paragraph explaining your political/social order and how you came to these decisions.
- Label each paragraph by its purpose.
TASK 3: ILLUSTRATED, ANNOTATED TIMELINE
- Create an illustrated, annotated timeline chronicling the key events of your time on the island. An illustrated, annotated timeline displays a list of dates or events chronologically with a corresponding image and a sentence or brief summary detailing the significance of each date.
- Choose a minimum of 10 events from your time on the island. At least one event must relate to your arrival and rescue. The remaining events should relate to key events from your time on the island.
- Place the events on the a timeline in chronological order. Assign a "time" to each event, not necessarily a specific date.
- Write an annotation for each event, a single sentence briefly explaining the significance of the event to you personally or the group in general.
- Select a corresponding image for the event. The image may be hand-drawn or printed.
- For Task 3, present your timeline on a poster board. You can determine the lay-out and design. Research different designs to find one that you like. Use color in the presentation.
TASK 4: SURVIVAL GUIDE / RESCUE PLAN (groups with four members complete either Task 4 or 5.)
https://sympathink.com/how-to-survive-in-the-wild-tips-survival-guide/
https://survivingaplanecrash.weebly.com/items-neededsteps-on-a-deserted-island.html
- Choose five things that you will need to survive. This list must be of items salvaged from the airplane. Also, it must be obvious to me that items you choose could be found on a plane.
- Describe the features and use of the five most necessary or useful pieces of survival equipment salvaged from the plane.
- Come up with a list of five basic rules for surviving on the tropical island you've crashed on. These resources are a good place to look for ideas.
https://sympathink.com/how-to-survive-in-the-wild-tips-survival-guide/
https://survivingaplanecrash.weebly.com/items-neededsteps-on-a-deserted-island.html
- Come up with a rescue or realistic evacuation plan (everyone swimming in open water until land is found is no realistic). What will your group do to make a rescue more probable or to get yourselves off the island.
- For Task 4, create a poster board displaying
- Drawings or images of the five survival items salvaged from the plane, labeled and including a description of the item and its use on the island.
- List of your five rules for survival.
- A explanation of your plan for rescue or evacuation.
- A heading/title for each section and may include additional design elements (borders, images, illustrations)
- Use of color
TASK 5: BILLS OF RIGHTS / RULES OF SOCIETY (groups with four members complete either Task 4 or 5.)
- Create a list 5 basic rights given to everyone on the island. These rights should be relevant to your location and circumstances. https://www.un.org/en/universal-declaration-human-rights/
- Create a list of 5 rules and the consequences for breaking each rule. You might want to think about the seriousness of the rule in creating its consequence and the practicality of the punishment - if every offense is punishable by death, your population will drop quickly. Make the consequence fit the crime. Provide a justification for each rule, why it is important, and for each consequence, how does the punishment fit the crime?
- For Task 5, create a poster board displaying
- Your list of five basic rights
- Your list of five rules and consequences for breaking the rule along with your justifications for each
- A heading/title for each section and may include additional design elements (borders, images, illustrations)
- Use of color
Journal Entries
Each group member completes three journal entries related to his/her time on the island. Journal entries are an individual grade.
Entry #1
Entry #1
- Write about your arrival on the island and/or first couple of days.
- Do more than simply summarize the events - telling what happened. Include your reaction to the events and their impact on you.
- Relate your events to those discussed in your group and/or your group's timeline.
- Use 1st person
- Length - 150-200 words minimum
- Write a significant event during your time on the island.
- Do more than simply summarize the event - telling what happened. Include your reaction to the event and its impact on you.
- Relate your events to those discussed in your group and/or your group's timeline.
- Use 1st person
- Length - 150-200 words minimum
- Write about your rescue/evacuation from the island.
- Do more than simply summarize the event - telling what happened. Include your reaction to the event and its impact on you.
- Relate your events to those discussed in your group and/or your group's timeline.
- Use 1st person
- Length - 150-200 words minimum