Concept Unit Lesson Plan Template Unit Working Title: Dystopias and Utopias: Imagining a Perfect Society in an Imperfect

World Unit Big Idea (Concept/Theme): dystopian/utopian societies Unit Primary Skill focus: annotation Week 2 of 4; Plan #4 of 12; [90 mins.] Plan type: Full-Detail Content Requirement Satisfied: Instruction that uses AT LEAST 2 short texts as a model Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific lesson objectives (lettered) being taught in this lesson: SWBAT: Cognitive (know/understand): 1. Students will understand that one persons utopia can be anothers dystopia. A. Students will understand that perfection is different for everyone. (8.5h) B. Students will know that the values of societies often contradict the interests of people in those societies. (8.5b) Affective (feel/value) and/or Non-Cognitive: 4. Students will both value and question aspects of their own society. A. Students will be able to consider the imperfections of a society they are a part of. 5. Students will exist as part of a classroom community. F. Students will be able to collaborate successfully and respectfully. (CCSS.ELL.Literacy.SL.8.1b, CCSS.8.1d) Performance (do): 6. Students will be able to analyze dystopian and utopian texts. D. Students will be able to see certain societies as both utopian and dystopian. (8.5b) 8. Students will be able to annotate texts. A. Students will be able to follow along as I model annotation. (8.5m) B. Students will be able to annotate for a particular feature. (8.5g, 8.5m) SOLs: 8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry. b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support. g) Identify and ask questions that clarify various viewpoints.

h) Identify the main idea. m) Use reading strategies to monitor comprehension throughout the reading process. CCSs: CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. - CCSS.ELA-Literacy.SL.8.1b Follow rules for collegial discussions and decisionmaking, track progress toward specific goals and deadlines, and define individual roles as needed. - CCSS.ELA-Literacy.SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. Procedures/Instructional Strategies Beginning Room Arrangement: Students are grouped into their five teams, with the desks arranged in five circles. 1. [5 mins.] Opening: Review Hello, class! Today, were going to continue our discussion of the difference between utopia and dystopia that we began yesterday. Do you all remember the list we made yesterday that marked the characteristics and concepts of the two? [Students nod.] What would you all say are some of the important characteristics of a utopian society? Students will raise their hands and name some of the conventions of a utopian society that we discussed yesterday. They will probably name qualities such as: perfect world, idealistic, beautiful, organized, happiness, equality, etc. Great job, guys. What about a dystopian society? Again, students will name specific qualities of a dystopia. I expect them to say things such as: oppressive government, dark, dreary, technological advanced, futuristic, warning, etc. Good job recalling those features. Up until now, weve focused mostly on the differences between the two types of fictional societies. However, today were going to push against that a little bit. I want you all to see that while there are typical characteristics associated with dystopias and utopias, what is considered a utopia or dystopia can look very different depending on the person. 2. [5 mins.] Hook: Freewrite I will have students take out their journals. To start out our lesson today, I want you all to complete a five-minute freewrite. A freewrite is a writing activity where you write without stopping for the allotted time. If you run out of things to

say, you can write, I dont have anything to say until you think of something, or repeat the last line you wrote over and over until you come up with a new thought. It doesnt matter what you say or whether or not you come to a conclusion, you just need to stay on the topic and write for five minutes without stopping. I will show students a piece of graffiti done by Laser 3.14, a graffiti artist from Amsterdam. This piece reads: Your utopia, my dystopia [see appendix]. I will project this on the board. I want you all to write for five minutes on this piece of artwork and what you think it means. You dont have to share this with anyone; I just want to get our minds moving in the right direction for today. Are you all ready? Okay, begin. Students will write in their journals for five minutes. 3. [10 mins.] Step 1: Annotation modeling After students have finished writing, I will pass out double-columned copies of Veronica Roths essay, Veronica Roth talks about Utopian Worlds. I will project a copy of the Veronica Roth essay on the screen. Today, were going to be thinking about this idea that I think Laser 3.14 hit on in his graffiti is everyones perfect world the same? Does everyone living in a dystopia feel oppressed and miserable? Were going to read an essay written by Veronica Roth, the writer of Divergent which I know many of you have read. This essay talks about her idea of the difference between utopia and dystopia. Now, as you read, I want you all to annotate your text. Has anyone ever annotated their reading before? [Few students raise hands.] Great, could one of you share what annotation is? Student: its when you write on what youre reading as you read. Yes, perfect! Annotation is a way to take notes on a text and your reactions to it. It allows you to have a conversation with the author and express your ideas and thoughts as you read. There are six main kinds of annotations Id like you all to focus on - questions, summaries, observations, predictions, emotions, and clarifications. You can use all of these or just a few, whatever works best for you. Im passing out a worksheet that gives examples of each of these types of annotations so you know the difference, as well as a copy of Veronica Roths essay. [I will pass out worksheets see appendix] Then, I will work through the Veronica Roth essay. I will display the piece aloud on the overhead, then read it aloud and mark my thoughts and ideas as I move through the text. The copies of this essay have margin lines for students to take notes, and students can follow along on their own copies. As I read I will note my thoughts, especially focusing on trying to connect

utopia and dystopia and highlighting the idea that these societies could be seen as both depending on how theyre viewed. I will also underline important points made in the text. If utopian fiction became the new trend, instead of dystopian fiction, I wouldnt read it. Thats interesting, especially coming from a dystopian author. Youd think shed be interested in utopias too. If you actually succeed in creating a utopia, youve created a world without conflict, in which everything is perfect. And if theres no conflict, there are no stories worth tellingor reading! It would be all Jenny thought she might not be able to attain her lifelong dream of marshmallow taste tester for a little while . . . but she did! and Johns dad said he couldnt go to the movies, so John asked really nicely and his dad changed his mind. Im bored already. Wow, looking at it this way, shes right. She makes utopias seem boring and superficial. A perfect world means that nothing ever goes wrong and everyone is always happy. When put like that, it does sound pretty boring. But if I were going to create a utopia, I would make a world in which people are focused on their personal, moral obligations, and strive to be the best possible version of themselves. They would be allowed to choose whatever path they wanted in life. I like this idea! They would know what was expected of them, they would have a clear purpose, and they would have a strong sense of group identity and belonging. And there would be five factions. . . . Oh, wait. I tried that already. Is Veronica Roth saying she originally intended Divergent to represent a perfect society? There are so many flaws! But seriously: DIVERGENT was my utopian world. I mean, that wasnt the plan. I never even set out to write dystopian fiction, thats just what I had when I was finished at the beginning, I was just writing about a place I found interesting, and a character with a compelling story, and as I began to build the world, I realized that it was my utopia. And then I realized that my utopia was a terrible place, and no one should ever put me in charge of creating a perfect society. This brings up a lot of questions: What is a perfect society? Is there such a thing? Do we all have the same idea of perfection? How can one notion of perfection accommodate everyone living there? Maybe its a little depressing to think that my vision of a perfect world is actually so messed up, but I think it means that I dont really understand what perfect is. To me its all about virtue and responsibility; to someone else it would be about happiness and peace, and happy drugs would be pumped into the water supplybut that sounds like a nightmare, doesnt it? Because both of us are wrong about perfect. We have no idea what it would look like, and our approximations of it are incomplete. Shes right. My idea of a perfect world would be a world where everyone feels safe and secure. But, for someone who is more adventurous and thrives off of adrenaline, a world of complete safety would feel oppressive and wrong. And that gives me a lot of hope, because if I dont know what perfect means, its not something I can reach on my own. Which means that I can stop trying to be perfect and just try to love the people around me and the things Im doing. I like the idea of embracing imperfection.

And strangely enough, thats Triss journey. She tries selflessness on for size, and then she tries bravery, but at the end, its what she does out of love thats more important than any virtue. Thats true. Tris in Divergent doesnt quite fit into any particular mold, but thats what makes her a great character. I think maybe utopian fiction would actually look just like dystopian fiction, depending on who you are. To the heartbroken person, a world that eradicates love might be a utopia; to the rest of us, it isnt. To the person who doesnt have a plan, a world in which everything is planned out for you might be a utopia; to those of us who like to choose our own adventure, its definitely not. I think shes right, it seems like perfection is subjective. So maybe Ive changed my mindmaybe I would read utopian fiction. Or maybe I already am. What a scary thought. Im not completely sure what she means by this. What utopian text is she already reading? After I finish reading, I will ask students if they have any questions about annotation. Many of my annotations in this particular excerpt are based off of my opinion, so I will encourage students to start there. I want them to pay attention to their thoughts as they read and have a sort of conversation with the author. 4. [10 mins.] Step 2: Team Discussion I will project our class discussion norms on the projector. So, I want you all to turn to your team and discuss your thoughts on what we just read. In particular, I want you all to figure out what Veronica Roths main message is. The person who has the earliest birthday in your group will serve as the note taker. Make sure you write down everything that is being discussed by your group. We will come back together and share our thoughts in ten minutes. Please remember our discussion norms be respectful! Students will have a brief discussion about the essay they have just read. I will walk around while this is happening, making sure that students are taking notes on their groups discussion and following discussion norms. 5. [20 mins.] Step 3: Whole-Class Discussion Okay, ten minutes are up! Great job, guys. Im looking forward to hearing what you all came up with. Does anyone want to share first? What do you all think is Veronica Roths main message? I expect students may say some or all of the following things: Everyones idea of perfection looks different Theres no such thing is a perfect society for everyone Some people will fit well into certain societies and not so well into others

If students seem stuck on Veronica Roths main message, I will return to my annotation, focusing on the highlighted parts and encouraging students to think about the idea of a perfect society. After all groups share and we come to a consensus about Roths ideas in the text, we will have a whole-group discussion about what her ideas change about our notion of utopias and dystopias. Now that weve identified what Roth is trying to say, I think we should rethink the way that weve defined dystopias and utopias for the past few days. Weve considered a utopian society to be perfect and a dystopian society to be corrupt, oppressive, and detrimental to many people. What do you think Veronica Roth would say about our categories? How would she change our understanding of these terms? I want you all to discuss this with each other. Remember to be respectful. Its okay to disagree with someone, but please do it in a way that is caring and gentle. I will then step out of the discussion for the most part and let students will discuss how Roths definition of utopia and dystopia changes our notion of these types of societies. I expect they will come to the consensus that a universal utopia is impossible. I want them to recognize that some people may be happy and consider their society utopian, while others in the same society may feel unhappy and consider their society dystopian. If necessary, I will push students to get to this point. Great job discussing, guys! I think youre right though we associate certain characteristics with utopias and dystopias, these types of societies are personal. One person may thrive in a particular society while others may suffer. 6. [10 mins.] Step 4: Annotation practice Next, Im going to have you all consider these issues more deeply and practice the annotation we used earlier. Do you all remember when you took the Divergent faction quiz about a week ago? [Students nod head.] Does everyone remember which faction they were in? I expect most students will remember. I will check the quizzes of those who do not so everyone knows their assigned faction. Okay, I want you all to group up with the people who had the same faction as you. Abnegation will be in the pod on the far left, Amity will be in the pod near my desk, Dauntless will be in the middle of the room, Candor will be toward the back, and Erudite will be all the way over by the door. You all were split fairly evenly, but you may need to move desks around to fit everyone. Students will form their groupings. Now, what I am going to do is hand out manifestos of each faction. Can anyone tell me what a manifesto is?

Student: Theyre rules, right? Yes, its a series of rules or views held and published by a particular group. These are the manifestos Veronica Roth published for each Divergent faction. As you can see, I included margin lines on the side. Just like we did earlier with the essay, Id like you to pay attention to your thoughts as you read through. I want you to especially focus on what you agree with and what you dont agree with. Take note of things that your faction believes that arent quite correct. [I will hand out worksheets.] Does anyone have any questions? Okay, go ahead and start annotating. Some manifestos are longer than others, so Ill give you all about ten minutes to read and annotate. If youre not finished, Ill give you a bit longer. Afterward, youre going to be discussing your thoughts with your group. If you finish before time is up, please read a book or sit quietly until everyone else has finished. Students will annotate for about ten minutes. 7. [15 mins.] Step 5: Discussion Now that everyone is finished, I want you to talk to your faction for a bit. According to your personality tests, this faction should be exactly where you belong. What are some good values that your faction adheres to? However, I want you to also think critically about some of these rules. What rules do you not understand or not agree with? You all will have fifteen minutes to discuss. Students will discuss in their groups. I will walk around to ensure they adhere to respectful discussion norms. I want them to see that all societies, even ones they hypothetically would fit perfectly into, have imperfections. 8. [5 mins.] Step 6: Exit slip Thanks for the great work today, guys! Before you leave, I want you all to fill out an exit slip and turn it into me. I want you to answer the following question: What is an imperfection you see in a community or society you are a part of? Methods of Assessment: Diagnostic: - Brief review of dystopia and utopia characteristics will help ensure students understand baseline information about these concepts before continuing Formative: - Small-group discussions o I will pay attention as students discuss Veronica Roths essay in their small groups to ensure they took away her main message questioning the distinction between utopias and dystopias (Objective 1A)

o I will also pay attention as students discuss their factions rules and how they may conflict with their own values (Objective 1B) o I will also be able to assess how well students collaborated in discussion (Objective 5F) Whole-group discussions o The whole-group discussion will solidify what students discussed in their small groups, helping them to reconcile their new knowledge of dystopias and utopias to see that one society could be both (Objective 1A, 1B, 6D) Annotations o As students are discussing, I will look at how well they followed my modeling of annotation on their own papers (Objective 8A) o I will collect students annotations of their faction manifestos to see how well they communicated their opinions with the text (Objective 8B) Exit slip o I will be able to see how students apply the knowledge of imperfect societies to a society they are a part of (Objective 4A)

Differentiated Instruction to accommodate one or more of my profiled students: Adam is a student of low socioeconomic status in this classroom. He wears tattered clothing and often seems distracted or confused during class. Unlike most of the other students who converse freely with one another during group work, Adam seems to have few friends in the class. He sulks in the corner by himself at lunch. Adam misses a lot of class, and he reads at a sixth grade level. Despite seeming to have few close friends at school, Adam is quiet but friendly in every interaction Ive had with him. He participates rarely in class but will ask for help on individual assignments if needed. I feel like individual attention would work well for him. Students like Adam can benefit heavily from collaborative work. I have attempted to build a strong collaborative classroom from the beginning of this unit, and I feel as if this will benefit him in the long run. Because Adam misses school frequently and often struggles to keep up with the workload, giving him a support in the form of base groups will hopefully help keep him engaged even when he struggles. Adam also seems to have difficulties making friends, so I hope base groups will provide him practice with social interactions. Because Adam reads at a lower reading level and skills such as annotation may be complex and challenging for him, I have provided annotation worksheets that break down the technique and give suggestions on ways students can engage with the text. Materials Needed: Student journals Student writing utensils Computer and projector Overhead copy of Veronica Roth essay for modeling purposes Copies of Veronica Roth essays Annotation worksheets Whiteboard and markers

Egg timer Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) Graffiti by Laser 3.14

Source: http://isleofholland.com/read/street-art/laser-3-14-interview Veronica Roths essay included in Divergent bonus materials: Veronica Roth talks about Utopian Worlds with lines for annotation

Veronica Roth talks about Utopian Worlds If utopian fiction became the new trend, instead of dystopian fiction, I wouldnt read it. If you actually succeed in creating a utopia, youve created a world without conflict, in which everything is

perfect. And if theres no conflict, there are no stories worth tellingor reading! It would be all Jenny thought she might not be able to attain her lifelong dream of marshmallow taste tester for a little while . . . but she did! and Johns dad said he couldnt go to the movies, so John asked really nicely and his dad changed his mind. Im bored already. But if I were going to create a utopia, I would make a world in which people are focused on their personal, moral obligations, and strive to be the best possible version of themselves. They would be allowed to choose whatever path they wanted in life. They would know what was expected of them, they would have a clear purpose, and they would have a strong sense of group identity and belonging. And there would be five factions. . . . Oh, wait. I tried that already. But seriously: DIVERGENT was my utopian world. I mean, that wasnt the plan. I never even set out to write dystopian fiction, thats just what I had when I was finished at the beginning, I was just writing about a place I found interesting, and a character with a compelling story, and as I began to build the world, I realized that it was my utopia. And then I realized that my utopia was a terrible place, and no one should ever put me in charge of creating a perfect society. Maybe its a little depressing to think that my vision of a perfect world is actually so messed up, but I think it means that I dont really understand what perfect is. To me its all about virtue and responsibility; to someone else it would be about happiness and peace,

and happy drugs would be pumped into the water supplybut that sounds like a nightmare, doesnt it? Because both of us are wrong about perfect. We have no idea what it would look like, and our approximations of it are incomplete. And that gives me a lot of hope, because if I dont know what perfect means, its not something I can reach on my own. Which means that I can stop trying to be perfect and just try to love the people around me and the things Im doing. And strangely enough, thats Triss journey. She tries selflessness on for size, and then she tries bravery, but at the end, its what she does out of love thats more important than any virtue. I think maybe utopian fiction would actually look just like dystopian fiction, depending on who you are. To the heartbroken person, a world that eradicates love might be a utopia; to the rest of us, it isnt. To the person who doesnt have a plan, a world in which everything is planned out for you might be a utopia; to those of us who like to choose our own adventure, its definitely not. So maybe Ive changed my mindmaybe I would read utopian fiction. Or maybe I already am. What a scary thought.
Annotation Assistance Worksheet: Guiding worksheet to assist students in the annotation process: As we learn how to engage with our reading, were going to have to examine our stories on a deep, personal level. As you read, take notes in the margins of the story. These notes will look differently for every person, but I want you to try to get into the text by writing down your thoughts and questions as you read.

Here are some examples of different ways you can engage with the reading. Remember that these are just examples! They are not limiting, so if your comments dont look like this, thats okay. Also, if you notice you tend to write more of one type of comment than others, thats also okay. Everyone reads and processes reading differently! A question Why did Stephanie decide to tattle on Jenny when theyre supposed to be best friends? A summary Jenny dislikes the way Stephanie treats her, so she puts an angry note in her locker. When Stephanie tells the teacher, Jenny gets into trouble. An observation Stephanie speaks in long, winding sentences, but Jennys words are short and choppy. A prediction I bet Jenny will get detention for what she did. An emotion I feel bad for Jenny. No one deserves to be treated the way that shes being treated by Stephanie. A clarification Im not sure I understand the word that Jenny just used. What does castigate mean? It seems like a not so nice word.

Faction manifestos, from http://www.divergentfans.com/page/factionmanifestos#ixzz2zw5HnTXZ

Dauntless Manifesto We believe that cowardice is to blame for the worlds injustices. We believe that peace is hard-won, that sometimes it is necessary to fight for peace. But more than that: We believe that justice is more important than peace. We believe in freedom from fear, in denying fear the power to influence our decisions. We believe in ordinary acts of bravery, in the courage that drives one person to stand up for another. We believe in acknowledging fear and the extent to which it rules us. We believe in facing that fear no matter what the cost to our comfort, our happiness, or even our sanity. We believe in shouting for those who can only whisper, in defending those who cannot defend themselves. We believe, not just in bold words but in bold deeds to match them. We believe that pain and death are better than cowardice and inaction because we believe in action. We do not believe in living comfortable lives. We do not believe that silence is useful. We do not believe in good manners.

We do not believe in empty heads, empty mouths, or empty hands. We do not believe that learning to master violence encourages unnecessary violence. We do not believe that we should be allowed to stand idly by. We do not believe that any other virtue is more important than bravery.

Abnegation Manifesto I will be my undoing If I become my obsession. I will forget the ones I love If I do not serve them. I will war with others If I refuse to see them. Therefore I choose to turn away From my reflection, To rely not on myself But on my brothers and sisters, To project always outward Until I disappear.* (*Some members add a final line: And only God remains. That is at the discretion of each member, and is not compulsory.)

Amity Manifesto Conversations of Peace Trust A son says to his mother: Mother, today I fought with my friend. His Mother says: Why did you fight with your friend? Because he demanded something of me, and I would not give it to him. Why did you not give it to him? Because it was mine. My son, you now have your possessions, but you do not have your friend. Which would you rather have? My friend. Then give freely, trusting that you will also be given what you need. Self-Sufficiency Daughter says to her Father: Father, today I fought with my friend. Her Father says: Why did you fight with your friend? Because she insulted me, and I was angry. Why were you angry? Because she lied about me (In some versions: Because I was hurt by her words.) My daughter, did your friends words change who you are?

No. Then do not be angry. The opinions of others cannot damage you. Forgiveness A husband says to his wife: Wife, today I fought with my enemy. His Wife says: Why did you fight with your enemy? Because I hate him. My husband, why do you hate him? Because he wronged me. The wrong is past. You must let it rest where it lies. Kindness A Wife says to her Husband: Husband, today I fought with my enemy. Her Husband says: Why did you fight with your enemy? Because I spoke cruel words to her. My wife, why did you speak cruel words to her? Because I believed them to be true. Then you must no longer think cruel thoughts. Cruel thoughts lead to cruel words, and hurt you as much as they hurt your target. (The following section was part of the original manifesto, but was later removed.) Involvement One friend says to Another: Friend, today I fought with my enemy.

The Other Friend says: Why did you fight with your enemy? Because they were about to hurt you. Friend, why did you defend me? Because I love you. Then I am grateful.

Candor Manifesto Dishonesty Is Rampant. Dishonesty Is Temporary. Dishonesty Makes Evil Possible. As it stands now, lies pervade society, families, and even the internal life of the individual. One group lies to another group, parents lie to children, children lie to parents, individuals lie to themselves. Dishonesty has become so integral to the way we relate to one another that we rarely find ourselves in authentic relationships with others. Our dark secrets remain our own. Yet it is our secrets that cause conflict. When we are dishonest with the people around us, we begin to hate ourselves for lying; when we are dishonest with ourselves, we can never attempt to correct the flaws we find within us, the flaws we are so desperate to hide from our loved ones, the flaws that make us lie. What has become clear is that lies are just a temporary solution to a permanent problem. Lying to spare a persons feelings, even when the truth would help them to improve, damages them in the long run. Lying to protect yourself lasts for so long before the truth emerges. Like a wild animal, the truth is

too powerful to remain caged. These are examples we clearly see in our own lives, yet we fail to understand that they do not just apply to the dynamic between ourselves and our neighbors, or ourselves and our friends. What is society but a web of individual-toindividual relationships? And what is conflict except one persons dark secret crashing into another persons dark secret? Dishonesty is a veil that shields one person from another. Dishonesty allows evil to persist, hidden from eyes of those who would fight it. Dishonesty Leads to Suspicion. Suspicion Leads to Conflict. Honesty Leads to Peace. We have a vision of an honest world. In this world, parents do not lie to their children, and children do not lie to their parents do not lie to their parents; friends do not lie to one another; spouses do not lie to each other. When we are asked our opinions we are free to give them without having to consider any other responses. When we engage in conversation with others, we do not have to evaluate their intentions, because they are transparent. We have no suspicion, and no one suspects us. And most of all - yes, above all else - we are free to expose our dark secrets because we know the dark secrets of our neighbors, our friends, our

spouses, our children, our parents, and our enemies. We know that while we are flawed in a unique way, we are not unique because we are flawed. Therefore we can be authentic. We have no suspicions. And we are at peace with those around us. Truth Makes Us Transparent. Truth Makes Us Strong. Truth Makes Us Inextricable. We will raise our children to tell the truth. We will do this by encouraging them to speak their minds at every moment. For the child, withholding words is the same as lying. We will be honest with our children even at the expense of their feelings. The only reason people cannot bear honesty now is because they were not raised hearing the truth about themselves, and they cant stand to. If children are raised to hear both honest praise and honest criticism, they will not be so fragile as to crumble beneath the scrutiny of their peers. A life of truth makes us strong. Adulthood will be defined as a time at which each member of society is capable of bearing every other members dark secrets, just as every other member will be subjected to The Full Unveiling in

which every hidden part of their life is laid bare before their fellow members. They, too, will see the hidden parts of their fellow members lives. In this way we bear one anothers secrets. In this way we become inextricable. Truth Makes Us Inextricable.

Erudite Manifesto We submit the following statements as truth: Ignorance is defined not as stupidity but as lack of knowledge. Lack of knowledge inevitably leads to disconnect among people with differences. Lack of understanding leads to a disconnect among people with differences. Disconnection among people with differences leads to conflict. Knowledge is the only logical solution to the problem of conflict. Therefore, we propose that in order to eliminate conflict, we must eliminate the disconnect among those with differences by correcting the lack of understanding that arises from ignorance with knowledge. The areas in which people must be educated are:

1. Sociology So that the individual understands how society at large functions.

2. Psychology

So that the individual understands how a person functions within the society.

3. Mathematics So that the individual is prepared for further study in science, engineering, medicine, and technology.

4. Science So that the individual better understands how the world operates. So that the individuals study in other areas is supplemented. So that as many individuals as possible area prepared to enter the fields devoted to innovation and progress.

5. Communication So that the individual knows how to speak and write clearly and effectively.

6. History So that the individual understands the mistakes and successes that have led us to this point. So that the

individual learns to emulate those successes and avoid those mistakes. Leaders must not be chosen base on charisma, popularity, or ease of communication, all of which are misleading and have little to do with the efficiency of a political leader. An objective standard must be used in order to determine who is best fit to lead. That standard will be an intelligence test, administered to all adults when the present leader reaches fifty-five or begins to decline is function in a demonstrable way. Those who, after rigorous studying, do not meet a minimum intelligence requirement will be exiled from the faction so they can be made useful. This is not an act of elitism but rather one of practicality: Those who are not intelligent enough to engage in the roles assigned to us roles that require a considerable mental capacityare better suited to menial work than to faction work. Menial work is required for the survival of society, and is therefore just as important as faction work. Information must always be made available to all faction members at all times. The withholding of information is punishable by reprimand, imprisonment, and, eventually, exile. Every question that can be answered must be answered or at least engaged.

Illogical thought processes must be challenged when they arise. Wrong answers must be corrected. Correct answers must be affirmed. If an answer to a question is unclear, it must be put to debate. All debates require evidence. Any controversial thought or idea must be supplemented by evidence in order to reduce the potential for conflict. Intelligence must be used for the benefit, and not to the detriment, of society. Those who use intelligence for their own personal gain or to the detriment of others have not properly borne the responsibility of their gift, and are not welcome in our faction. It bears repeating: Intelligence is a gift, not a right. It must not be wielded not as a weapon but as a tool for the betterment of others.