Restoration - Enlightenment Lessons for the Classroom

I have revised the older version of this group work to include issues such as The New Yorker cover that came out in the summer of 2009 on the Obamas that created such a furious outcry and controversy.  It is always easy to laugh at satire, including Gulliver's Travels and "A Modest Proposal" but when it comes closer to our own lives - people are often offended instead of amused.  There are two handouts in addition to the main Group Work - that have two other controversial cases of satire -

Process: Students will examine the clues (passages from the Laputa Chapters 1-3 of Book 3 of Gulliver's Travels). The will categorize the clues after establishing patterns, and draw conclusions to label the groups. They will form a hypothesis based on the passage clues.

Primary research will be completed by students as they examine the clues and form a hypothesis. The class will discuss and refine the hypothesis formed by the student groups. Students will then read the Laputa section of Book 3 to test their hypothesis. After they have done that they will evaluate their hypothesis and reflect on the process and effectiveness of their investigation. By examining passages out of context, students will learn to read text in a more critical fashion. Students will be pushed to go beyond merely understanding what an author says to evaluating why an author states something and evaluate what effect the author’s perspective has on the work’s message.

Content: Student groups examine statements regarding what the Houyhnhnms represent.
Product: Individual understanding is gained through discussion and shown through written summary of ideas discussed.
Process: Review of Gulliver’s Travels Book IV and evaluation of statements about the Houyhnhnms leading to discussion and finalized by writing a summary of ideas raised.

Content: Students will examine Book 2, chapter 7 (pages 157 to 160) in Gulliver’s Travels
Product: Students will produce answers to Mastery, Understanding, Self-Expressive, and Interpersonal statements.
Process: Students will read the text, respond to the statements, and discuss their responses as a class under the teacher’s direction.
Research: By reading for meaning, the text becomes the source that students research to find meaning.

A Modest Proposal: This is my first "A Way To Teach" lesson plan submission. I'm nervous about its usefulness and I hope it has everything necessary. The unit took 6 school days (2 hour block classes) in a California classroom (hence CA teaching standards) . The unit includes:
* vocabulary analysis
* an introduction to satire using clips from the Simpsons and Shrek