Pairing+1984+with+Divergent+part+2

Pairing Project, Part Two Todd Bowmar Alex Ehlert Ally Nelsen Lauren Rosenau Divergent Roth, Veronica. Divergent. HarperCollins Publishers,2012 1984 Orwell, George. 1984. New York City: Signet Classics, 1949 [|George Orwell's 1984]

**Points of Connection:**
 * 1) Divergent is a much easier read than 1984. That being said Divergent also gives a more familiar point of view to the student, seeing as it addresses issues every teenager goes through, such as questions in identity, self worth, loneliness, boys/girls. 1984 is somewhat harder for students to relate to, it's written from an adult's standpoint, and it's based on a different time (WWII era). While these books are to encourage critical thinking and non-conformity, they also address every person's fear of being alone. Tris's Character in Divergent completely compliments 1984's Winston, who feels alone in a world of fear and pain.
 * 2) In addition to such adolescent questions as relationships and self identity, a major theme that Divergent and 1984 share is ingrained social realities. Both Winston and Tris/Beatrice face generations of societal pressures that don’t make sense in the world that they view. Over time, their views go from passive misgivings and observed inequities like Winston noticing the inconsistencies in the news reporting that Winston must do and Tris realizing that Jeanine and the Erudite faction have access to knowledge and power that is beyond their privilege as a single faction. These observations eventually lead to outward rebellion; In Tris’ case, she waits until the faction system is at its most vulnerable to attempt to save it and Winston eventually pursues all of his fansical thoughts and desires.
 * 3) In their observations, Tris and Winston also observe mottos and creeds designed to keep perpetuating the societal norms they grew up in. Winston lives on the motto, designed by The Party, “War Is Peace, Freedom is Slavery, Ignorance is Strength.” This backwards motto shows the world the Winston lives in as backwards and ideologically conflicted society. Tris is effected on several occasions but the factions creed “Faction before blood.” Tris missing opportunities or feels ostracized for wanting to develop in herself, qualities that don’t fit the description of her faction.
 * 4) Just as Winston find inconsistencies in the name of the buildings such as the Ministry of Truth and the functions they serve; Tris and Four question what it means to belong to a faction. Four says "I have a theory that selflessness and bravery aren't all that different. All your life you've been training to forget yourself, so when you're in danger, it becomes your first instinct. I could belong in Abnegation just as easily." Even in the faction they have chosen, Tris and Four question what it truly means to be selfless and brave.

<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">**Research: Online Instruction** <span style="font-family: Verdana,Geneva,sans-serif;">[|Teaching Divergent] is a site in which four separate lessons are included to help students understand and place themselves within the world of //Divergent//. This site has a link to an aptitude test for faction placing, examples of faction anthems, parallel scene writing and fear landscape design. All of these creative projects lend themselves to an outstanding opportunity for students to create multimedia and multi-genre pieces of works. By allowing students to choose their areas of focus, educators are able to grasp through their lens' what they understand and what caught their attention rather than forcing them to fit themselves into the box in which educators are apt to create. By hosting these projects online, students are able to work at the creative levels in which they feel most comfortable, utilizing already published work or creating their own original pieces when impassioned to do so.

<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Yang, Yi, and Linda F. Cornelious. "Preparing Instructors for Quality Online Instruction." Preparing Instructors for Quality Online Instruction. State University of West Georgia, Distance Education Center, 2005. Web. 19 Oct. 2014. <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">[] <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">This article by Yang and Cornelious discusses the problems that have arisen from online education as well as the change in roles that the instructors and students both have to adapt to. Within all of that, the strategies used for designing and delivering effective online instruction are thoroughly discussed. Instructors need to be using a self-evaluation process in the course; it will help them to better prepare, design, and teach the materials. Also, the instructor plays a key role in motivating online discussion. The course will need more guidance, more structured discussion questions, and substantially more time devotion. It is necessary for the instructor to weave in critical thinking, collaborative learning, and problem-based learning methods into the online instruction. Also, the instructor needs to have a detailed course plan that involves both the instructor’s needs as well as the students’ needs. In the course plan, there should be a type or program orientation and a course orientation before getting started on the course work.

<span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">National Education Association. Guide to Teaching Online Courses. National Education <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">Association. []. Accessed 10/18/2014. <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">The National Education Association produced a guide for educators and administrators outlining the opportunities for teachers and students, the requirements for a sound system for online education, and preparing and supporting active professionals. Most importantly, the article provides several ways in which professionals can effectively master the art of online education: appropriate and timely feedback, facilitation of meaningful discussion and teamwork projects, appropriate communication and curriculum adaptation. Much of these principles are found in traditional classrooms, but the implementation of traditional classroom aspects become impractical, like lecture-based learning. In contrast, online educators must become more skilled in their assistance will time management, facilitation of challenging self-engaged content and effective communicators of guidance and feedback. <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">**Process** <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">1. Next class period we will discuss the two works and how they benefit each-other. <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">2.The group will prepare for the third part of the project including creating discussion questions, study questions, finding an original media source, and finding 10- 15 sources that support our mini-unit. <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: left;">3. In class, the group will discuss next steps and due dates in the near future.