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In this lesson, students explore the dystopian characteristics and symbols presented in the “1984” Macintosh commercial and analyze the comments that it makes about contemporary society. This activity is a particularly effective introduction to George Orwell’s 1984 because of the direct allusions to the novel in the commercial.
In this lesson, students explore the dystopian characteristics and symbols presented in the “1984” Macintosh commercial and analyze the comments that it makes about contemporary society. This activity is a particularly effective introduction to George Orwell’s 1984 because of the direct allusions to the novel in the commercial. The lesson can also be used as a follow-up to the novel, as a way to discuss the lasting influence of Orwell’s novel. Links to video clips and text from the Macintosh commercial are available at the website. Teachers planning to use this lesson in a more formal way may wish to add an assessment. (author/ncl)
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| English Language Arts Standards |
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| Reading Applications: Informational, Technical and Persuasive Text Standard |  |
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| Benchmarks (8 - 10) |
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| D. | Explain and analyze how an author appeals to an audience and develops an argument or viewpoint in text. |
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| Benchmarks (11 - 12) |
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| E. | Analyze an author's implicit and explicit philosophical assumptions and beliefs about a subject. |
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| Grade Level Indicators (Grade 9) |
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| 5. | Analyze an author's implicit and explicit argument, perspective or viewpoint in text. |
| 6. | Analyze the author's development of key points to support argument or point of view. |
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| Grade Level Indicators (Grade 10) |
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| 5. | Analyze an author's implicit and explicit argument, perspective or viewpoint in text. |
| 6. | Identify appeals to authority, reason and emotion. |
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| Grade Level Indicators (Grade 11) |
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| 5. | Examine an author's implicit and explicit philosophical assumptions and beliefs about a subject. |
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| Grade Level Indicators (Grade 12) |
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| 5. | Examine an author's implicit and explicit philosophical assumptions and beliefs about a subject. |
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| Communications: Oral and Visual Standard | |
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| Benchmarks (8 - 10) |
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| B. | Analyze the techniques used by speakers and media to influence an audience, and evaluate the effect this has on the credibility of a speaker or media message. |
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| Grade Level Indicators (Grade 9) |
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| 2. | Identify types of arguments used by the speaker, such as authority and appeals to emotion. |
| 3. | Analyze the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages. |
| 4. | Identify the speaker's choice of language and delivery styles (e.g., repetition, appeal to emotion, eye contact) and explain how they contribute to meaning. |
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| Grade Level Indicators (Grade 10) |
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| 2. | Interpret types of arguments used by the speaker such as authority and appeals to audience. |
| 3. | Evaluate the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages. |
| 4. | Identify how language choice and delivery styles (e.g., repetition, appeal to emotion, eye contact) contribute to meaning. |
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| Standards for the English Language Arts |
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| Range of materials and purposes for reading | |
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| Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. |
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| Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. |
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| Reading strategies, language use, and conventions | |
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| Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). |
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| Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. |
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| Purposes for using spoken, written, and visual language | |
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| Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). |
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| RESOURCE TYPE |
| Instructional Resource |
| PRACTICE LEVEL |
| Best Practice |
| STANDARDS ALIGNMENT |
| 9 - 12 |
| TOPICS |
English Language Arts --
Communication;
Viewing;
Reading;
Strategies - Informational Texts |
| FOUND IN |
| AdLIT |
| KEYWORDS |
1984;
media literacy;
literary terms;
dystopian literature;
symbolism |
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Author: Junius Wright
Publisher: IRA/NCTE
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