Guiding Questions

  • Why is Susan Sontag important today?
  • What are the contemporary roles of writers, thinkers, and artists?
  • What are the roles and responsibilities of activists?
  • What do students want to change or inspire in their own communities?
  • How can students use writing, art, and activism to deepen understanding and create change?

Learning Objectives

  • Understand the main arguments of key works by Susan Sontag
  • Connect Sontag’s arguments to those of historical writers and thinkers
  • Relate Sontag’s ideas to contemporary events and perspectives
  • Assess the impact of Sontag’s writing and activism across disciplines, and identify her most effective strategies
  • Investigate the social responsibilities of writers, artists, public intellectuals, and activists
  • Use writing, art, and activism to express complex ideas creatively

Grade Level

  • High School Grades 11-12
  • College or University

Subject Areas

  • Art and Culture

Medium > Architecture
Medium > Visual Arts
Subject Matter > Art History
Subject Matter > Music
Subject Matter > Philosophy

  • History and Social Studies

People > African American
People > Latinx
People > LGBTQ
People > Native American
People > Other
People > Women
Place > Africa
Place > The Americas
Place > Asia
Place > Europe
Place > The Middle East
Themes > Civil Rights
Themes > Culture
Themes > Exploration and Discovery
Themes > Globalization
Themes > History of Science and Technology
Themes > Immigration/Migration
Themes > Politics and Citizenship
Themes > Religion
Themes > War and Foreign Policy
U.S. > Civil War
U.S. > Colonization and Settlement
U.S. > The Great Depression
U.S. > World War II
U.S. > U. S. History
World > The Modern World (1500 CE-Present)

  • Literature and Language Arts

Genre > Biography
Genre > Drama
Genre > Essay
Genre > Fable, Fairy Tales and Folklore
Genre > Novels
Genre > Poetry
Genre > Short Stories
Place > Africa
Place > The Americas
Place > Ancient World
Place > Britain
Place > Europe
Place > Modern World

Student Skills

  • Analysis
  • Architectural analysis
  • Auditory analysis
  • Compare and contrast
  • Creative writing
  • Critical analysis
  • Critical thinking
  • Cultural analysis
  • Data analysis
  • Debate skills
  • Discussion
  • Evaluating arguments
  • Expository writing
  • Film editing
  • Gathering, classifying and interpreting written, oral and visual information
  • Historical analysis
  • Internet skills
  • Interpretation
  • Interview/survey skills
  • Investigating/journalistic writing
  • Journal writing
  • Letter writing
  • Literary analysis
  • Logical reasoning
  • Making inferences and drawing conclusions
  • Map skills
  • Media analysis
  • Musical analysis
  • Online research
  • Oral analysis
  • Oral communication
  • Oral presentation skills
  • Painting
  • Persuasive writing and speaking
  • Photography
  • Poetry analysis
  • Poetry writing
  • Report writing
  • Representing ideas and information orally, graphically and in writing
  • Research
  • Role-playing/Performance
  • Summarizing
  • Synthesis
  • Technology
  • Textual analysis
  • Using archival documents
  • Using primary sources
  • Using secondary sources
  • Visual analysis
  • Visual art analysis
  • Visual art skills
  • Visual presentation skills
  • Vocabulary
  • Writing skills

Common Core Standards

  • ELA Reading: 1- 7, 10
  • ELA Writing: 1-10
  • ELA Speaking & Listening: 1-6
  • ELA Language: 3-6
  • HSS Reading: 1-10
  • HSS Writing: 2, 4-10

INFORMATION FOR TEACHERS

VIEWING AND DISCUSSING SENSITIVE MATERIALS

Regarding Susan Sontag contains sensitive material, including scenes with partial nudity, sexual language, and images of war and violence, and is not recommended for students under the age of fourteen.

Before screening the film, agree upon a simple set of guidelines to establish respectful listening. Keep in mind that the discussion may raise sensitive issues, and that everyone will bring different backgrounds and experiences to their responses. In preparation for your discussion:

  • Preview the film, noticing your reaction and any potential areas of sensitivity for your students, and distribute a screening notification and permission slip as needed
  • Create a safe, comfortable environment for viewing and discussing the film
  • Explain that the film and discussion may raise sensitive issues, inform students about school and community resources for support, and be prepared to respond to harmful behavior
  • Set aside reflection time for students who may not feel safe or comfortable speaking

CODE OF ETHICS FOR STUDENT ACTIVITIES

Student activities such as art projects, activism, and public or online displays frequently include interactive or community-based components. Before assigning this type of work, discuss any moral or ethical issues the specific activity may raise with your students. Agree upon a simple set of guidelines for respectful action and a strategy for resolving complex or unexpected concerns. If your school has a code of conduct, review and discuss this as well.

Guidelines to agree on in advance may include:

  • Honesty and openness about intentions
  • Accountability for all actions
  • Safe and respectful behavior towards self and others
  • Protection of sensitive or confidential information

Additional guidelines for creative activities may include:

  • Permission for using the work of others or adherence to Fair Use Guidelines
  • Permission for using the likeness/representation of others (see sample release form)
CURRICULUM UNITS