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SPACE: THE FAMILIAR FRONTIER: Investigating How Works of Science Fiction Address Our Times

Another cool NYTimes Lesson Plan:

THE NEW YORK TIMES LEARNING NETWORK LESSON PLAN
URL:http://www.nytimes.com/learning/

Developed in Partnership with
The Bank Street College of Education in New York City

TODAY'S LESSON PLAN:
SPACE: THE FAMILIAR FRONTIER: Investigating How Works of Science Fiction Address Our Times

BASED ON THE ARTICLE:
The Two Sides of ‘Star Trek’, By DAVE ITZKOFF,May 14, 2009
URL: http://www.nytimes.com/learning/teachers/featured_articles/20090514...

AUTHOR(S):
Shannon Doyne, The New York Times Learning Network

GRADES:
6-8
9-12

SUBJECTS:
American History
Current Events
Language Arts
Media Studies
Social Studies
Technology

OVERVIEW OF LESSON PLAN:
In this lesson, students investigate the ways science fiction comments on current events and culture by considering the contexts of the new "Star Trek" film and interpreting an episode from the original television series.

SUGGESTED TIME ALLOWANCE:
1-2 class periods

1. WARM-UP/DO-NOW:

Write "Science Fiction" on the board. Invite students to brainstorm as many examples of books, movies, television shows and comics/graphic novels they can that fit the genre.

If examples do not come easily, it may be helpful to give students the definitions of science fiction from About.com or to stick with a simple one like this: "a literary or cinematic genre in which fantasy, typically based on speculative scientific discoveries or developments, environmental changes, space travel, or life on other planets, forms part of the plot or background", from Answers.com.

If your students have read Mary Shelley's "Frankenstein", or are familiar with the characters and plot, ask them to identify the elements of science fiction in this book, often considered the first work of science fiction. They will likely identify Victor Frankenstein's scientific innovation and the creation of a new form of life.

When the list is complete, ask: What makes each of these works science fiction? What realistic elements are found in each? Is there a message or theme in each work that can be applied to everyday life or historical events? To continue the discussion, ask: Is most science fiction optimistic or pessimistic? Does it celebrate scientific discoveries or warn about the problems that come with them? What issues have you seen come up in science fiction?

Wrap up by sharing this quote about "Star Trek" from today's article. Tell students it comes from Leonard Nimoy, the actor famous for playing Mr. Spock: "A lot of science-fiction is nihilistic and dark and dreadful about the future, and 'Star Trek' is the opposite. We need that kind of hope, we need that kind of confidence in the future. I think that's what 'Star Trek' offers. I have to believe that — I'm the glass-half-full kind of guy."

Conclude the warm-up with a brief discussion about why people might turn to "Star Trek" for optimism about the future. Have students speculate about whether Mr. Nimoy's quote helps explain the franchise's longevity—the first "Star Trek" television series appeared in 1966.

2. ARTICLE QUESTIONS:
As a class, read and discuss the article "The Two Sides of 'Star Trek'", focusing on the following questions:
a. What are the two "seemingly contradictory impulses" that helped shape "Star Trek"?
b. How does the writer, Dave Itzkoff, compare today to the time in which the first "Star Trek" episodes appeared?
c. Why did the tone of the show change after its first season?
d. How does Roberto Orci explain why peace is a compelling theme in the new "Star Trek" movie?
e. What other aspects of the movie address recent events in the world?
f. Mr. Orci says the scene in which an older Spock talks to his younger self is a "baby boomer apology." What does this mean?

3. ACTIVITY:
Have students read "Capt. Kirk, American Icon? New Frontier Renewed". Instruct them to work with a partner to underline or jot down the most important ideas. Explain that they will use this information later.

Next, tell students that they will now watch the classic, critically acclaimed "Star Trek" episode "The City on the Edge of Forever," which first aired in 1967, and which is set partly in the future and partly during the Great Depression. As they watch, they should jot down notes about the historical, political and social references they notice; give them copies of the handout "Past, Present and Future" to guide their interpretations. They should also note examples of how Captain Kirk, in this episode, displays the characteristics explored in the "American Icon?" article, including how he seems to be an "everyday guy becoming a hero." Tell students to write down anything else they deem notable in addition to filling out the handout.

Play for your students the "Star Trek" episode "The City at the Edge of Forever". If you are not familiar with the episode, you may wish to read the Wikipedia overview before watching it with your students.

Younger students who have not yet studied The Great Depression and the World War II era may benefit more from watching the iconic episode "The Trouble with Tribbles", which has fewer obvious historical references. Its Wikipedia overview may also be useful.

When the episode is over and handouts complete, have students share what they wrote and what they noticed about the episode. How did they "read" it? What concepts and questions did it raise? Those who viewed "The City on the Edge of Forever" may note references to time travel, misuse of drugs, relief programs during The Great Depression, U.S. entry into World War II and its later dropping of two atomic bombs on Japan, human idealism, the interracial crew of the Starship Enterprise, social propriety, ethical dilemmas, selflessness, the idea that seemingly small events can be history-changing, etc. What does it seem to be saying about the 1930s?

Students who work with "The Trouble with Tribbles" may note, among other things, sabotage and subterfuge, mercantilism, property dispute, diplomacy, differences between peoples, violence and aggression, and the issues of appearance and perspective.

For either episode, continue by asking: How does this show reflect the attitudes and ideas of the late 1960s? If this episode were being made today, what might the writers and director do differently? Why do you think this episode became so famous? Does it still resonate today? Why or why not? Judging from this episode alone, what elements does it contain that might contribute to the popularity of the new "Star Trek" prequel?

Wrap up with a discussion of Kirk acting "unabashedly, enthusiastically American" in the episodes your students watched. What does he seem to represent? Why has Kirk become an iconic hero in American culture? End by returning to the idea of optimism and the degree to which they agree with Leonard Nimoy's quotation about the hope and confidence in the future he believes "Star Trek" embodies.

4. FOR HOMEWORK OR FUTURE CLASSES:
Individually, students choose their another work of science fiction—a book, movie, show, comic, graphic novel, etc. to "read," using another copy of the "Past, Present and Future" handout to help them interpret it.

You might suggest that students begin their search for a sci-fi work at the Science Fiction Times Topics page.

After they have read or watched a work of science fiction and made some notes, they should use their completed handouts to help them write analytic essays, focusing on what the works say about the times in which they were produced and how they compare to the "Star Trek" episode they watched.

Have students give oral presentations, complete with clips from the movie or show, images of artwork or textual excerpts, to map out how science fiction has dealt with the issues of the day over time.

Related Times Resources:

  • ADDITIONAL TIMES ARTICLES AND MULTIMEDIA: Bloggingheads Video: 'Star Trek' and America David Corn of Mother Jones and James Pinkerton of Fox News discuss what the new "Star Trek" film says about American society.
    Movie Overview: Star Trek (2009)
    Manohla Dargis's review, trailers and more.
    ArtsBeat blog: What's Your Favorite Episode of 'Star Trek'?
    Op-Ed: Exploring the Universe, One B-Movie at a Time
    Opinion piece on the value of "Star Trek" for pop culture literacy.
    Article: Captain Kirk, American Icon? New Frontier Renewed
    Article on what the Kirk character represents.
    Article: Getting Their Kirk On
    Feature on Trekkies who have installed replicas of the U.S.S. Enterprise captain's chair in their homes to channel their inner Kirk.
    Video: 'Star Trek' Fan Films on the Web
    Reporter Danny Hakim describes the variety of Star Trek fan films currently showing on the web.

  • LEARNING NETWORK RESOURCES: Lesson Plan: 2001 and Beyond Reading and Updating Science Fiction Classics
    Lesson Plan: Art Reflecting Life
    Analyzing How Popular Television Programs Reflect Issues in Contemporary Society
    Lesson Plan: Bringing Facts Into Science Fiction
    Bringing Facts Into Science Fiction
    Creating Science Fiction Narratives Based on Current News Themes
    News Snapshot: Beam Me Up!
    Teaching with The Times: Film in the Classroom

  • ARCHIVAL TIMES MATERIALS: The Screen: 'Star Trek,' Based on TV 1979 review of the first "Star Trek" film.

  • TIMES TOPICS: Star Trek Science Fiction

  • OTHER RESOURCES: StarTrek.com The official "Star Trek" television and movie site, from CBS and Paramount Pictures.
    CBS Classics: Star Trek
    Top Ten classic Star Trek episodes, viewable.
    Trek Nation
    Fan site that includes an episode guide to all of the "Star Trek" series, news updates on all things "Star Trek" and more.
    Memory Alpha
    "Star Trek" wiki site.
    SciFi.com: Star Trek
    The SciFi channel's "Star Trek" site.
    Star Trek as Cultural Phenomenon
    Article from the U.S. Centennial of Flight Commission,
    The Museum of Broadcast Communications: "Star Trek" and U.S. Scienc...
    Article on the various incarnations of "Star Trek" and its cultural currency.

    EXTENSION ACTIVITIES:
    1. Create your own science fiction franchise. Write a list of characters, sketching each of them to flesh out traits, motivations, fears, and the like. Invent a setting for them, along with a time/space/technology issue that drives the plot. Write (or illustrate, if you chose create a comic or graphic novel) one or more key scenes.

    2. Suppose you are going to teach a course about science fiction and its contributions to our culture. Create a syllabus for your course that outlines all works students will read or view, with an overview of each. Include a course description that outlines your goals.

    3. Look at the list of original "Star Trek" series episodes and see if you can identify all of the literary references.

    INTERDISCIPLINARY CONNECTIONS:
    Journalism - Read as many newspaper reviews as you can find for a particular science fiction work, such as the new "Star Trek" movie. Analyze them using such questions as: Does there seem to be a bias among the reviewers? Is it "harder" for a work of science fiction to get favorable reviews than other genres? Is it easier? Does it depend on the publication or other source in which the review appears? Write a critique of the review that summarizes your findings and ideas.

    ADDITIONAL RELATED ARTICLES:

    NATIONAL CONTENT STANDARDS:
    Grades 6-12
    Language Arts Standard 1- Demonstrates competence in the general skills and strategies of the writing process
    Language Arts Standard 2- Uses the stylistic and rhetorical aspects of writing
    Language Arts Standard 3 - Uses grammatical and mechanical conventions in written compositions
    Language Arts Standard 4- Gathers and uses information for research purposes
    Language Arts Standard 6 – Uses the general skills and strategies of the reading process
    Language Arts Standard 7- Demonstrates competence in the general skills and strategies for reading a variety of informational texts
    Technology Standard 3 - Understands the relationships among science, technology, society, and the individual
    Behavioral Studies Standard 1- Understands that group and cultural influences contribute to human development, identity, and behavior
    Historical Understanding Standard 1- Understands and knows how to analyze chronological relationships and patterns
    Historical Understanding Standard 2- Understands the historical perspective
    History Standard 31- Understands economic, social, and cultural developments in the contemporary United States

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