Stage 1: Desired Results

Established Goals:
  • NCTE 1: Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
  • NCTE 2: Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
  • NCTE 3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
  • NCTE 4: Students adjust their use of spoken, written, and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
  • NCTE 5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
  • NCTE 6: Students apply knowledge of language structure, language conventions (e.g. spelling and punctuation) media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
  • NCTE 7: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g. print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
  • NCTE 8: Students use a variety of technological and informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
  • NCTE 11: Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
  • GA ELABLRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and characteristics) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
  • GA ELABLRL2 The student identifies, analyzes, and applies knowledge of theme in a work of British and/or Commonwealth literature and provides evidence from the work to support understanding.
  • GA ELABLRL3 The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods.
  • GA ELABLRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents.
  • GA ELABLRL5 The student understands and acquires new vocabulary and uses it correctly
    in reading and writing.
Students will understand that...
  • Dystopian literature is often a commentary on our society and a speculation about what our society might look like if its members are not alert.
  • As we have developed technologies as a society we have come to rely upon them, changing our lives to the extent that many consider them necessities rather than luxuries (e.g. electricity, television and radio, the Internet, even running water). This dependence if taken to the extreme can strip us of some of the things we enjoy, that make us human.
  • Sometimes people are happier if they are ignorant about the truth, but as individuals, we seek the truth. How we negotiate this challenge is likely a question that will concern us throughout our lives.
  • Striking a balance between what is good for individuals and what is good for society is a concern in democratic nations.
  • Many people in our society consider the family to be the cornerstone of our society. We depend on the family in many ways to enable society to function.
Essential Questions:
  • To what extent is society controlled by technology and science? How is this control both good and bad?
  • How is consumerism both beneficial and harmful in society?
  • Are truth and happiness incompatible?
  • What roles do individuality and family have in society? Are they necessary?
Students will know...
  • Historical figures and facts associated with novel (Henry Ford, Pavlov, Freud, the Model T) and how those influence the society.
  • The storyline of Brave New World.
  • Technological advances imagined by Aldous Huxley compared with technological advances realized by societal progress.
  • Key terms: viscose, acetate, pneumatic, soma, Malthusian (belt), ectogenesis, caste, hypnopaedia, viviparous, savage.
  • Propaganda techniques.
Students will be able to...
  • Work cooperatively and compose a proposal for a utopian society (persuasive writing, propaganda techniques).
  • Analyze and evaluate our own society in terms of Huxley's warnings.
  • Compare and discriminate between ideas to determine their feelings about consumerism, science, technology, truth, happiness, the role of the individual, and the role of the family.

Stage 2: Assessment Evidence

Performance Tasks:
Students will complete a webquest in which they take roles as World Controllers for a new and improved Brave New World. Using the book's society as a model and taking into account technological and scientific advances since 1932, when Brave New World was published, students will create a "utopian" society. They must determine how it will run, including the following considerations: how they will determine who does what jobs; what to do with dissidents; how information will be disseminated; how they will keep their citizens in their proper places; what occupation their citizens will have; how citizens' basic needs for food, shelter, clean air and water, medical care, clothing, etc. will be met; and whether or not (and how) they will control the size of the population. They will create a persuasive project (wiki, website, video, booklet, etc.) using propaganda techniques designed to persuade their audience that their ideas will work. (Webquest link)
Other Evidence:
  • Class discussions.
  • Index card summaries and questions.
  • Quizzes.
  • Argumentative essay: Will our society become like that of Brave New World?

Stage 3: Learning Plan

Learning Activities:
  • Students will have finished the novel prior to any class discussion, as it is a summer reading assignment.
  • Discussion: "If I ran society..." W, H
  • Class discussions of novel. Index card summaries and questions as needed. E, R, E2, T
  • Quizzes on content and vocabulary. E, R, E2, T
  • Argumentative essay: Will our society become like that of Brave New World? E, E2, T
  • Performance task: Create a "utopian" society. E, R, E2, T