Lesson Study Cycle 3
Equity Based Research Question:
How can we develop criticality in our students so that they learn to question and/or unlearn their own hegemonic ideas/experiences?
​
Theory of Action
If we give students an opportunity to roleplay marginalized people in a dystopian society and enact their own revolution, students will be able to formulate deeper and more genuine connections between core themes present in dystopian literature and modern day acts of resistance.
​
We will see if this is working by collecting activity reflection sheets that they will fill out at the end.
Content Understanding Goal
Students will critically identify which identities are included in, and which are excluded from, visions of the future, and what those imaginings say about the current experiences of marginalized groups in a collaborative socratic discussion.
The Lesson: Dystopian Classroom Simulation Game
Students will participate in a simulation that starts off as an example of a utopian society, aka Mr. Elliot's Utopian Classroom. They will be assigned jobs within groups to create something for the class. The group that makes the most items wins a real prize! There are also strict rules that they must follow and many forbidden actions that will cause them to get sent to "jail" for committing.
Then, a select 2-3 students will be selected to start a revolution without getting caught. No other students know about this hidden task, so they will have to convince others to follow them and to stop trying to win the prize.
​
If, by the end of the simulation, students are able to start a revolution with 70% or more of their classmates involved, then they have successfully completed the hidden task.
​
Post-simulation, students will participate in a short follow-up discussion about their thoughts and feelings towards this simulation. They will also fill out a more thorough reflection
​
Dystopian Simulation Instruction Slides (link)​
​
​
​
​
​
Protest Sign Samples
​​
Focal Student Data
Focal Student 1
This student made explicit connections between the restrictions made in this simulation and real-world oppressions. They expressed feeling like the forbidden tasks and harsh punishments were controlling and a restriction of freedom. In order to have a successful revolution, they identified that students needed an opportunity to communicate, to agree on a plan, and to keep it hidden from those enforcing the rules.
This student particularly enjoyed being able to rebel against the unfair rules in this utopian classroom. Unlike many students who cited organization and time to talk as necessary qualities for effective resistance to oppression, they cited more emotion-based qualities. They stated that passion, guts to break rules, and heart to go against injustices were all necessary. This student also made explicit connections between real protest movements and the simulation. They recognized qualities in the Black Lives Matter movement and referenced that when explaining the qualities they noticed in their own resistance.
