Holdet 2023 En/i - Undervisningsbeskrivelse

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Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2023/24 - 2024/25
Institution Egaa Gymnasium
Fag og niveau Engelsk B
Lærer(e) Line Herold Netuka
Hold 2023 En/i (1i En, 2i En)
Oversigt over gennemførte undervisningsforløb
Titel 1 Fantasy
Titel 2 Serious Business
Titel 3 Evil (EXAM)
Titel 4 From "Rule Britannia" to Brexit (EXAM)
Titel 5 United or Divided States of America? (EXAM)
Titel 6 Utopian Dreams and Dystopian Nightmares (EXAM)
Titel 7 Eksamensrepetition og tilladte hjælpemidler

Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
Titel 1 Fantasy

38 sider

"Is this real life? Or is just fantasy?"
This course introduces students to reading a literary genre and using literary theory as a way of highlighting the differences between reading for entertainment or information and reading analytically using fiction analytical methods. We begin by establishing the genre features of fantasy literature including plot structure, setting types, character gallery, subgenres, classic themes, and magical inventory. The texts studied are British children’s fantasy literature which enables discussions of what adults can take away from reading children’s fiction, and why the Brits seem to have an affinity for and fondness of the fantasy genre in particular. C. S. Lewis’ Narnia: The Lion, the Witch and the Wardrobe (1950) introduces multiple interpretation layers to the class as we consider the historical contexts of World War 2 and political as well as religious allegory. Finally, students learn how to make characterizations with emphasis on character types, round/flat, static/dynamic and inner/outer characteristics using literary theory provided by Fields of Vision. The course is evaluated when students write a fiction analytical essay on Narnia.


KERNESTOF
• Anne Mette Finderup og Agnete Fog. “What is fantasy?” og “The elements of Fantasy.” Worlds of Fantasy. Systime, 2013: 8-12 [5 sider]
• C.S. Lewis.  Uddrag af “Lucy Looks into a Wardrobe” fra The Narnia Chronicles: The Lion, the Witch and the Wardrobe (1950) i Anne Mette Finderup og Agnete Fog. Worlds of Fantasy. Systime, 2013: 24-31 [10 sider]
• Andrew Adamson: Narnia: The Lion, the Witch and The Wardrobe (2005)



SUPPLERENDE STOF
• Lone Theils. ”Briterne drømmer om en anden og bedre verden – og får den i fantasylitteraturen.” Politiken, 3. maj 2015. [1 side]
• Colleen Gillard. “Why the British Tell Better Children’s Stories” The Atlantic, 6. januar 2016. [1 side]
• Stills fra filmatiseringen Narnia: the Lion, the Witch and the Wardrobe (2005), dir. Andrew Adamson [2 sider]
Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 10 moduler
Særlige fokuspunkter
  • Faglige
  • Lytte
  • Læse
  • Skrive
  • Diskutere
  • Almene (tværfaglige)
  • Analytiske evner
  • Kommunikative færdigheder
  • Personlige
  • Selvstændighed
  • Selvtillid
  • Kreativitet
  • Sociale
  • Samarbejdsevne
  • Åbenhed og omgængelighed
  • IT
  • Tekstbehandling
Væsentligste arbejdsformer
  • Forelæsninger
  • Gruppearbejde
  • Individuelt arbejde
  • Lærerstyret undervisning
  • Pararbejde
Titel 2 Serious Business

31 sider
This course aims at creating a collaborative, trusting and – at times – fun atmosphere in the classroom by focusing on the genre of comedy and by emphasizing student-driven projects. Students are introduced to three main philosophical theories behind why we laugh to which we add a neuro-scientist’s explanation. We compare British and American humor by studying a prototypical British comedy protagonist in Mr. Bean and the American counterpart in Homer Simpson. Students present group projects on topics of their own choice as an evaluation of the course.


KERNESTOF
• Sophie Scott. “Why we laugh” (TEDtalk), marts 2015. URL: https://www.ted.com/talks/sophie_scott_why_we_laugh?language=da [5 sider]
• Bo Høpfner Clausen og Jesper Kaalund. “The Philosophy of humour” og “Humorous devices.” Serious Business: Satire, Wit and Humour from Shakespeare to Post-modernism. Gyldendal, 2011: 10-25. [7 sider]
• Mr Bean: “Ecce homo qui est faba” (titelsekvens), ITV 1990-95. [1 side]
• The Simpsons. “Deep Space Homer.” Fox, sæson 5, episode 15 (1994) [3 sider]



SUPPLERENDE STOF [samlet 10 sider]
• Elevernes eget katalog i padlet af jokes, memes, videoklip, sketches mm., som de finder sjovest
• Ricky Gervais. “Ricky Gervais on England vs. America” fra Big Think, 23. april 2013
• Ricky Gervais: “The Difference Between American and British Humour”, 9. november 2011. URL: http://time.com/3720218/difference-between-american-british-humour/
• Par-/gruppeprojekter


SÆRLIGE FOKUSPUNKTER
• Diskussion af hvad komedie er, hvorfor vi griner, hvorvidt man kan (og bør) lave sjov ud af alting
• Diskussion af funktionen af komedie i samfundet og kulturen især Storbritannien og USA.
• Kendskab til basale forskelle mellem britisk og amerikansk humor fx i forhold til protagonisten, produktionen og typiske emner
• At give eleverne grundlæggende redskaber til at analysere humor i forskellige medier herunder billeder, memes, jokes, sketches (audiovisuelt), TikToks og sange.
• Kendskab til teori for forskellige typer humor: superiority, relief og incongruity
• At træne sproglig opmærksomhed herunder især humoristisk sprogbrug fx ordspil
• Mundtlig fremlæggelse efter gruppeprojekt som evaluering på forløbet
Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 12 moduler
Særlige fokuspunkter
  • Faglige
  • Lytte
  • Læse
  • Søge information
  • Diskutere
  • Projektarbejde
  • Formidling
  • Selvrefleksion
  • Almene (tværfaglige)
  • Analytiske evner
  • Kommunikative færdigheder
  • Overskue og strukturere
  • Personlige
  • Selvstændighed
  • Selvtillid
  • Initiativ
  • Ansvarlighed
  • Kreativitet
  • Sociale
  • Samarbejdsevne
  • Åbenhed og omgængelighed
  • IT
  • Tekstbehandling
  • Præsentationsgrafik
Væsentligste arbejdsformer
  • Gruppearbejde
  • Individuelt arbejde
  • Lærerstyret undervisning
  • Pararbejde
  • Projektarbejde
Titel 3 Evil (EXAM)


“The battleline between good and evil runs through the heart of every man” – Aleksandr Solzhenitsyn

In this course, we examine evil from multiple angles aiming to widen our understanding of the concept and to challenge the simple dichotomy of good and evil.
In non-fiction materials, we gain insight into the psychology of evil which will help us explain, categorize, and possibly also understand evil. We ask what role nature and nurture can play when an individual is evil and seek tentative answers in the research by Dr. Zimbardo and his Stanford Prison Experiment as well as the Norwegian philosopher Svendsen whose subtypes of moral evil propose that real-life evil is far more nuanced and varied than the 1% of us who are thought to be capable of sadistic evil, the subtype most commonly portrayed in literature and film.
In fictional texts, we examine that prototypical sadistic serial killer but we also see examples of other evil main characters. We ask what literary and audiovisual devices are most effective in portraying evil, and practice close reading of literature as well as of the intro sequence to a TV show.
Students are introduced to the non-fiction analytical essay as they write an assignment on “The Roots of Evil” as the evaluation of the course.



Central terms
• Natural vs. moral evil and the four subtypes of moral evil: sadistic, instrumental, idealistic, thoughtless
• The nature vs. nurture debate
• The universal capacity for evil and the Lucifer Effect
• Dichotomies
• Foreshadowing
• The anti-hero



KERNESTOF
• Philip Zimbardo. “The Psychology of Evil” Ted Talk, 2008. [5 sider]
• Jeff Lindsay. ”Chapter 1” i Darkly Dreaming Dexter. London: Orion Publishing Co, 2004. [6 sider]
• Michael Cuesta. ”Pilot” s01e01af Dexter. Showtime, 1. oktober 2006. [8 sider]
• Digital Kitchen: title sequence to Dexter (Showtime 2006)
• Bret Easton Ellis: "Killing Child at Zoo" from American Psycho (1991) i Jonna Engberg-Pedersen, Mette Grønvold og Hanne Ohland-Andersen. Wider Contexts. Gyldendal: 178-82. [5 sider]



Supplerende materiale
• The myth of the Fall of Man from the Book of Genesis via https://thebrickbible.com/legacy/genesis/the_garden_of_eden/01_gn02_04-05.html
• NPR: ”On the Scale of Evil, Where do Murderers Rate?” from August 21st, 2010. URL: https://www.npr.org/2010/08/21/129175964/on-the-scale-of-evil-where-do-murderers-rate
• Svendsen, Lars: paraphrased in “Det onde som frihed” from the e-textbook Psykologiens Veje, Systime.
• Eldridge, Stephen: “Milgram experiment” in The Encyclopedia Britannica URL: https://www.britannica.com/science/Milgram-experiment
• N.a.: “Stanford Prison Experiment” in The Encyclopedia Britannica. URL: https://www.britannica.com/event/Stanford-Prison-Experiment
• M.C. Escher. Angels and Devils, 1960.
• Claudia Dreifus. “Finding Hope in the Universal Capacity for Evil.” The New York Times, 3. April 2007 [4 sider]
• TIME Magazine: “Behavior: The Man with Ten Personalities” published in TIME (October 23rd, 1978). URL: https://content.time.com/time/subscriber/arti-cle/0,33009,946128-1,00.html
• Sharon Begley: “The Roots of Evil” (introduced to students under the alternative title “To Understand All Should not be to Forgive All”) from May 20th, 2001 in Newsweek. URL: https://www.newsweek.com/roots-evil-152587
• AnthonyPadilla: “I spent a day with MULTIPLE PERSONALITIES (Dissociative Identity Disorder)” on YouTube March 4th, 2020. URL: https://www.youtube.com/watch?v=ek7JK6pattE
Indhold
Omfang Estimeret: Ikke angivet
Dækker over: 20 moduler
Særlige fokuspunkter
  • Faglige
  • Lytte
  • Læse
  • Søge information
  • Skrive
  • Diskutere
  • Formidling
  • Selvrefleksion
  • Almene (tværfaglige)
  • Analytiske evner
  • Kommunikative færdigheder
  • Overskue og strukturere
  • Personlige
  • Selvstændighed
  • Selvtillid
  • Ansvarlighed
  • Kreativitet
  • Sociale
  • Samarbejdsevne
  • Åbenhed og omgængelighed
  • IT
  • Tekstbehandling
Væsentligste arbejdsformer
  • Forelæsninger
  • Gruppearbejde
  • Individuelt arbejde
  • Lærerstyret undervisning
  • Pararbejde
Titel 4 From "Rule Britannia" to Brexit (EXAM)

This course examines whether the national consciousness about the British Empire can be used as a primary explanation for Brexit, an argument proposed by Gary Younge in the article “British Imperial fantasies have given us Brexit” from the Guardian (2018) which students read in this course.
Initially, students are given basic information about the internal development of the British Isles and the politics of the UK. How, when and why did the United Kingdom emerge? How is the UK governed, and what are some examples of national, regional and single-issue political parties?
Next, we turn to the EU Referendum of 2016. After accounting for Brexit, students work with the specialized language surrounding the event including relevant portmanteau words like Brexit, bregret, brexiety and brexhaustion. In group projects students focus on a total of five explanations for Brexit emphasizing economy and the NHS, immigration, UKIP and populism, Euroscepticism, as well as historical colonial exceptionalism. These projects include a variety of quantitative and qualitative materials and connect to 2.i En’s other studieretningsfag which is Social Sciences.
At this point, students gain an overview of the British Empire and the external development of the British Isles before being introduced to postcolonial criticism. Going back to “Rule Britannia” (1740) we see an example of the continued popularity of patriotic poems from the colonial period, and compare the motivations for colonialism and imperialistic views in “The White Man’s Burden” (1899). We read Salman Rushdie’s essay “The New Empire Within Britain” as a bridge to the postcolonial relations of the British Isles today.


KERNESTOF
• Gary Younge: “Britain’s imperial fantasies have given us Brexit” in The Guardian, February 3rd 2018. URL: https://www.theguardian.com/commentisfree/2018/feb/03/imperial-fantasies-brexit-theresa-may
• James Johnson: “Rule Britannia” with music by Thomas Augustin Arne (1740)
• Rudyard Kipling: “The White Man’s Burden” (1899) from Wider Contexts (eds. Jonna Engberg-Pedersen, Mette Grønvold and Hanne Ohland-Andersen, Gyldendal 2013: 261-63)
• Salman Rushdie: “The New Empire within Britain” (1982) from Timeless Themes (eds. Claus Skovbjerg and Lis Ramberg Beyer, LRU 2013: 31-32)
• Boris Johnson’s Speech on the EU Referendum (May 9th, 2016)


SUPPLERENDE MATERIALE
• Skött, Jakob Sinding & Casper Sylvest: “Table 1.1. Facts about the United Kingdom” (9); “3.3 The External Perspective” (32 34); “Decline and New Questions of Identity” (38 41); “5.2 The Westminster Model” (55 56); “The Landscape of Political Parties” (65 69)69); “Text box 10.4: “Old” and “New” Commonwealth” ( 126); “Newspapers” (160, 162 63) in UK NOW: An Introduction to Modern Britain . Columbus, 2023
• Thaysen Anne Hess & Lise Debel Christensen: “Vocabulary: hidden words” (10); “Campaign slogans” (11); “Language” (25, 27); “Breixon vocabulary” ( in Divided Kingdom: Brexit and Beyond. Columbus, 2023
• “Anger over ‘Begret’ as Leave voters say they thought UK would stay in EU” by Lizzie Dearden, The Independent, June 25th 2016. URL: https://www.independent.co.uk/news/uk/politics/brexit-anger-bregret-leave-voters-protest-vote-thought-uk-stay-in-eu-remain-win-a7102516.html
• Jenkins, Jennifer: “The First Dispersal: English Is Transported to the ‘New World’” (38-39) and “The Second Dispersal: English is Transported to Asia and Africa” (76-77) in Leif Frederiksen’s English: Global Language – Global Anguish. Malling Beck, 2007
• The British Empire Quiz from The UK – From Island to Empire and Back (eds. Anne Mette Finderup and Agnete Fog, Systime, 2010: 30-31)
• Conductor David Robertson: “Rule Britannia” from Last Night at the Proms (2009), BBC Synphony Orchestra, Singers and Choir with soloist Sarah Connolly. URL: https://www.youtube.com/watch?v=rB5Nbp_gmgQ
• “The British Empire & the Commonwealth” by Marion Horner (2010)
• “Cruel Britannia” by Steve Bell, unknown publication
• BullionByPost: “Who is Britannia?.” URL: https://www.bullionbypost.co.uk/index/gold and silver/who is britannia/
• Alex von Tunzelmann: “The Imperial Myths Driving Brexit” in The Atlantic Aug 12th, 2019. URL: https://www.theatlantic.com/international/archive/2019/08/imperial-myths-behind-brexit/595813/


Group work with explanations for Brexit
• ”Why Vote Leave’s £350 million weekly EU cost claim is wrong” from The Guardian (2016)
• Ole Helmersen: “Figur 3.1 Godt/dårligt ved Storbritannien – ifølge briterne selv” from Broken Britain?. Columbus, 2013.
• ”Issues facing Britain: February” by Ipsos MORI
• “What are British people most proud of?” by Ipsos MORI
• “The health services makes more people proud to be British than our history, our culture, our system of democracy or the royal family” by The Health Foundation
• “Figure 7.2. Attitudes Among Leave and Remain Voters” from Lord Ashcroft: “How the United Kingdom voted on Thursday… and why” (June 24th 2016)
• VICE News: ”Why did England’s North vote to leave the European Union?” (link) c
• “Table 7.1 Voting Patterns in the 2016 EU Referendum” by YouGov
• “United Kingdom Independence Party” from Encyclopedia Britannica
• “UKIP Support: Groups most/least likely to vote UKIP” from YouGov
• “Breaking Point” ad by UKIP
• “Tekstboks 2.5: Donald Trump – nationalist og populist? Emotions of politics” from USA's udfordringer by Peter Brøndum and Annegrethe Felter Rasmussen, Columbus.
• “Britisk euroskepsis” From Ole Helmersen’s Brexit Britain: Great Britain eller Little England? pp. 38-41.
• “Lack of trust in the EU” from Eurobarometer
• “Trust but verify” from Economist.com
• “Half of Conservative and Leave voters are proud of the British Empire and think their countries are better off for having been colonized” from YouGov
• “Public pride in imperialism and colonialism” by YouGov
• “How Britain voted in the EU Referendum” by Gregor Aisch, Adam Pearce and Karl Russell. URL: https://www.nytimes.com/interactive/2016/06/24/world/europe/how-britain-voted-brexit-referendum.html
Indhold
Omfang Estimeret: 15,00 moduler
Dækker over: 17 moduler
Særlige fokuspunkter
  • Faglige
  • Lytte
  • Læse
  • Søge information
  • Skrive
  • Diskutere
  • Projektarbejde
  • Formidling
  • Almene (tværfaglige)
  • Analytiske evner
  • Kommunikative færdigheder
  • Overskue og strukturere
  • IT
  • Tekstbehandling
  • Præsentationsgrafik
Væsentligste arbejdsformer
  • Forelæsninger
  • Gruppearbejde
  • Individuelt arbejde
  • Lærerstyret undervisning
  • Pararbejde
  • Projektarbejde
Titel 5 United or Divided States of America? (EXAM)

“America is not just a country, it’s an idea” – Edward de Bono
“Det her er ikke noget almindeligt amerikansk valg. Det er det vigtigste i amerikansk historie.” – Niels Bjerre-Poulsen i sit oplæg på Egaa Gymnasium d. 10. september 2024


As studieretningstoning towards Social Sciences A-level, this course was taught in the fall/winter of 2024/25 during the US presidential campaign and election of the 47th President of the United States. Overall, we ask whether the United States currently can best be described as united or divided and seek answers through the lenses of political polarization, populism, federalism, and lobbyism. Our study of the Trump v. Harris campaign is set against a backdrop of a more historical examination of American identity with an emphasis on immigration, the frontier, and the American dream.


KERNESTOF: PRÆSIDENTVALGET 2024
• “Presidential Election,” “American Government” and “American identity” from Being American by Mette Holm. Systime i-bog, 2020.
• The US Constitution (1789): preamble, article II section 1, Amendments XX and XXII
• Harris’ concession speech (November 7th, 2024). URL: https://www.theguardian.com/us-news/2024/nov/06/harris-concession-speech-transcript
• Donald Trump’s early victory remarks (November 6th, 2024): https://www.youtube.com/watch?v=WI9fbbQ-aTo
KERNESTOF: POLARISERING
• Ian Bremmer: “The U.S. Capitol Riot Was Years in the Making. Here's Why America Is So Divided” in TIME Magazine on January 16th, 2021. URL: https://time.com/5929978/the-u-s-capitol-riot-was-years-in-the-making-heres-why-america-is-so-divided/
• Donald Trump: “America First” or the Presidential Announcement Speech on June 16th, 2015 given at Trump Tower, NYC
• Excerpts from Donald Trump’s Second inaugural address (January 2025)
KERNESTOF: AMERIKANSK IDENTITET OG VÆRDIER
• Obama: “Remarks by the President in Address to the Nation on Immigration” (Nov 20th, 2014)
• The Declaration of Independence (1776)
• Emma Lazarus: “The New Colossus” (1883)
• Robin Williams: Key Values of US Culture (1970)
• Martin Luther King, Jr.: “I have a Dream” (1963) via https://kr.usembassy.gov/martin-luther-king-jr-dream-speech-1963/
• Malcolm X: “The Ballot or the Bullet” (1964).


SUPPLEMENTARY MATERIALS
Præsidentvalget 2024
• “We the people” by Center for Civic Education. URL: https://www.youtube.com/watch?v=haVniSWSGJA
• Campaign slogans from previous presidential campaigns and ideas from the book Words to Win by: The slogans, logos, and designs of America’s presidential elections by Apollo Publishers (2020)
• Student presentations on Vice President Kamala Harris, Governor Tim Walz, former President Donald Trump, and Senator J.D. Vance.
• www.270towin.com; data from PEW Research on voter turnout in US presidential elections: https://www.pewresearch.org/short-reads/2022/11/01/turnout-in-u-s-has-soared-in-recent-elections-but-by-some-measures-still-trails-that-of-many-other-countries/; NPR article on voter registration issues: https://www.npr.org/2018/09/10/645223716/on-the-sidelines-of-democracy-exploring-why-so-many-americans-dont-vote
• Podcastepisoden “Slutspurten” fra Kongressen 2024 (13:15-) om ”The Ground Game” med Anders Agner og Camilla Sebelius
Polarisering
• PEW Research: “Political Polarization in the American Public” from June 12th, 2014. URL: https://www.pewresearch.org/politics/2014/06/12/political-polarization-in-the-american-public/
• Yascha Mounk: “The Doom Spiral of Pernicious Polarization” in The Atlantic on May 21st, 2022. URL: https://www.theatlantic.com/ideas/archive/2022/05/us-democrat-republican-partisan-polarization/629925/
• Kapitel 2: ”Teoretisk overblik over højrepopulismen” i Populisme og identitetspolitik. Marie Berg-Calsen. Columbus i-bog.
Amerikansk identitet og værdier
• A catalogue of common intertextual references to American identity and values
• Donald Trumps poster “ILLEGAL IMMIGRATION INTO THE U.S.” fra kampagnen 2024. URL: https://apnews.com/article/immigration-trump-chart-butler-border-67866bd05a894a6bea0d670de2adc4f7
• Gallup: “Republican and Democratic Voters’ Top Five Voting Issues” (2024). URL: https://news.gallup.com/poll/651719/economy-important-issue-2024-presidential-vote.aspx
• Statista: “The most important issues for voters reflected in the debate” (2024). URL: https://www.statista.com/chart/33028/prevalence-of-specific-words-phrases-connected-to-key-issues-in-the-second-us-presidential-debate/
• BBC artikel “US universities warn foreign students on Trump immigration crackdown” (Nov. 26, 2024). URL: https://www.bbc.com/news/articles/czxvz4re5y1o
• PEW Research: Major Executive Actions on Immigration. URL: https://www.pewresearch.org/short-reads/2014/11/21/executive-actions-on-immigration-have-long-history/
• Remarks by Trump on immigrants from Dec. 16, 2023, New Hampshire rally; March 4, 2024, interview with Right Side Broadcasting Network; April 2, 2024, Grand Rapids, Michigan, campaign event.
Indhold
Omfang Estimeret: 20,00 moduler
Dækker over: 27 moduler
Særlige fokuspunkter
  • Faglige
  • Lytte
  • Læse
  • Søge information
  • Skrive
  • Diskutere
  • Projektarbejde
  • Formidling
  • Almene (tværfaglige)
  • Analytiske evner
  • Kommunikative færdigheder
  • Overskue og strukturere
  • Personlige
  • Selvstændighed
  • Ansvarlighed
  • Sociale
  • Samarbejdsevne
  • Åbenhed og omgængelighed
  • IT
  • Tekstbehandling
  • Præsentationsgrafik
Væsentligste arbejdsformer
  • Forelæsninger
  • Gruppearbejde
  • Individuelt arbejde
  • Lærerstyret undervisning
  • Pararbejde
  • Projektarbejde
Titel 6 Utopian Dreams and Dystopian Nightmares (EXAM)

As dystopian novels have topped the bestseller lists and audiovisual adaptations have featured heavily in cinema and TV for the last 15 years we ask: why is this literary genre is so popular at the moment? Literary theory for understanding dystopias is supplied by Gregory Claeys and various other sources, and an overview of the popularity of the genre is given by Shiau before the course splits up into our common studies and differentiated novels. Examples of different dystopian visions are provided by Shirley Jackson, Black Mirror, Margaret Atwood and Kurt Vonnegut, while the remainder of class is organized as literary circles where students study different novels in groups. The course ends with oral group presentations of the novels.


Central terms include
- utopia vs. dystopia
- the three main variations (Claeys): static vs. dynamic, ascetic vs. want-satisfying, hierarchical vs. egalitarian
- forms of control: corporate, bureaucratic, technological, philosophical/religious



KERNESTOF
• Gregory Claeys: “Three main variations of the utopian ideal” fra Searching for Utopia, Thames & Hudson Ltd (2011)
• Read-write-think. “Dystopias: definition and characteristics” (2006)
• Shirley Jackson: “The Lottery” (1948) from Wider Contexts, eds. Jonna Engberg-Pedersen, Mette Grønvold og Hanne Ohland-Andersen, Gyldendal, 2012: 25-32.
• Dir. Reed Morano: “Offred,” sæson 1, episode 1 af The Handmaid’s Tale, HBO (2017).
• Dir. Euros Lyn: ”Fifteen Million Merits,” sæson 2, episode 1 af Black Mirror, Netflix (2011)
• Kurt Vonnegut: “Harrison Bergeron” (1961) fra BRAVE NEW WORLDS eds. John Joseph Adams. San Francisco: Night Shade Books, 2011: 369-374.


KERNESTOF DIFFERENTIERET
I litterære cirkler (projektorienteret gruppearbejde) har eleverne arbejdet med forskellige romaner, som de har læst som værk og har udarbejdet en fremlæggelse omkring:
• Alberte RH, Aya, Isabell, Selma, Marie: The Handmaid’s Tale af Margaret Atwood (1985)
• Luna, Sebastian, Frederik, Carl-Emil, Daniel: The Maze Runner af James Dashner (2009)
• Liv, Jakob, Alma, Emma, Liva: 1984 af George Orwell (1949)
• Simon, Caroline, Andrea, Tobias, Peter: The Hunger Games af Suzanne Collins (2008)
• Sofie W, Laura E, Sofie A, Laura B, Nikoline: Lord of the Flies af William Golding (1963)
• Casper, Alberte MR, Valdemar, Alexander, Faustino: Fahrenheit 451 af Ray Bradbury (1953)


SUPPLERENDE MATERIALE
• M.H. Abrams: “Utopias and Dystopias” fra A Glossary of Literary Terms: 327-28.
• Yvonne Shiau: “The Rise of Dystopian Fiction: From Soviet Dissidents to 70’s Paranoia to Murakami,” 26. juli 2017 via electicliterature.com. URL: https://electricliterature.com/the-rise-of-dystopian-fiction-from-soviet-dissidents-to-70s-paranoia-to-murakami-a73b945c5d37
• Trine Østergaard: “2.2.1 Young Adult Fiction” from The English Handbook. Systime, 2020. URL: https://theenglishhandbook.systime.dk/?id=210


FOKUSPUNTER
• Definition af utopi og dystopi som litterære genrer
• Definition af dystopiens kontroltyper, samfundets karakteristika, protagonistens rolle og typiske karakteristika
• Kendskab til tre overordnede u- og dystopiske varianter: statisk vs. dynamisk, asketisk vs. behovstilfredsstillende, hierarkisk vs. egalitær
• Diskutere tematikker, der hyppigt optræder i dystopiske værker som samfundets struktur og statens rolle heri; økonomi og fattigdom; køn og race; teknologi og menneskelig manipulation af natur; religion; menneskerettigheder; seksualitet, kærlighed og venskab; identitet og hukommelse; kommunikation
• Kendskab til den dystopiske genres popularitet og udvikling fra dens oprindelse til 1920-30erne, post-2. Verdenskrig, 1970-90’erne og efter årtusindeskiftet
• Diskutere den dystopiske genres popularitet i nutiden og dens overlap med Young Adult Fiction
Indhold
Kernestof:
Omfang Estimeret: 20,00 moduler
Dækker over: 23 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 7 Eksamensrepetition og tilladte hjælpemidler

Følgende hjælpemidler er tilladt til eksamen

www.ordbogen.com
www.thesaurus.com
www.oxfordlearnersdictionaries.com
www.merriam-webster.com
www.minlaering.dk
Engelsk Grammatik med Synonymer (bog)
Toolbox (lærerudarbejdet kompendium)
Handouts, arbejdsark og slides udarbejdet til grammatikundervisningen

Sådan dokumenterer du brugen af EGMS eller MinLæring i assignments 1-4, hvis nødvendigt
Lav en fodnote eller skriv det nederst i din besvarelse

Engelsk grammatik med synonymer
• STANDARDTEKST: "Overskrift på paragraf." Aase Herskind & Uffe Gravers Pedersen, Engelsk grammatik med synonymer. 2002: s. ?
• EKSEMPEL: "126b – must." Aase Herskind & Uffe Gravers Pedersen, Engelsk grammatik med synonymer. 2002: s. 68.

MinLæring
• STANDARDTEKST: "Titel på afsnit" (forkortelse med tal, der viser hvilken sektion, du har brugt). ENGRAM, MinLæring. URL: hjememside.
• EKSEMPEL: "Omvendt (V S O) ordstilling på dansk – ligefrem (S V O) på engelsk" (O.1.1). ENGRAM, MinLæring. URL: https://app.minlaering.dk/bog/1/kapitel/27537/sektion/27541

Gyldendals Røde Ordbøger
• STANDARDTEKST: ”Overskrift på opslaget.” Gyldendals Røde Ordbøger. Link
• EKSEMPEL ”Violence.” Gyldendals Røde Ordbøger. https://ordbog.gyldendal.dk/#/pages/result/daen/violence/expert?cache=1543311934537
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 4 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer