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Lessons or Sessions
7. Motivation
Reflecting upon political motivations and their
and impact
Politics
in a broad context through research
Analysis
10. Transferring these skills into exploring Module C
through related material from different media
Media
11. Using understanding of rubric and analysis of
prescribed text and related material to compose extended
responses evaluating how and why composers represent
people and politics through different media.
Evaluation
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Session One: Preparation
Outcomes: 1.2, 1.3, 3.2, 6.1, 8.1, 13.1, 13.2
Teaching and
The prescribed text:
Learning
activities/descriptio Issue the novel Brave New World for students to read prior to
n: the teaching and learning of the unit.
Chapter 1
1. In what way is Huxley trying to position his reader with his descriptions of the setting in the opening
passage?
2. What is the meaning of the World States motto COMMUNITY, IDENTITY, STABILITY? What do you
think are the values of a functioning society?
3. What are your initial impression of the people and the politics of Brave New World from this first
chapter?
Chapter 2
1. What are the pros and cons of social conditioning? Can you think of examples where we might be
conditioned our own society?
2. What do you think the consequences might be if we had no understanding of history?
3. What are the pros and cons of a classless society?
Chapter 3
1. How is our world depicted? How do we get from here to there?
2. Why are strong emotions dangerous? Family relationships? Romance? Religion? Art? Culture?
3. What are your first impressions of Mustapha, Lenina and Bernard?
4. What contributes to social stability in this speculative setting? Do you think this is a plausible evolution
of our own context?
Chapter 4
1. How does Bernard see himself? Why is he the way he is and what does he want?
2. How does Lenina represent the politics of her context?
3. Why is Helmholtz the way he is? What does he want? How is he different from Bernard?
Chapter 5
1. Do Lenina and Henry represent values evident in our own world? Where do you see these values
played out? Do you think they are a positive or negative influence?
2. What are the solidarity services like? What role do they play? How does Bernard fit? Do you think
other might feel the same way as Bernard? Why would they pretend to fit in? Can you think where this
might occur in our own world?
Chapter 6
1. Why is would being alone be discouraged by a government?
2. What are Bernards views on freedom? How are Leninas different?
3. What is the significance of the Directors story?
4. Do the descriptions of the reservation, Malpais, remind you of a real environment in our time?
Chapter 7
1. How does Huxley describe the people that live on the reservation? What do you think he is trying to
make his audience consider?
2. How is John Savage different? What does he want? How does he respond to Lenina?
3. What is Lindas story? What has her life been like here? How does Lenina react to her?
Chapter 8
1. What social positions do Linda and John hold in Malpais? Why do you think this is the case?
2. What does John learn from Shakespeare? How does he relate to Hamlet? The Tempest? What point
do you think Huxley is trying to make here?
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3. What does it mean to discover Time and Death and God?
Chapter 9
1, Why does Mustapha Mond agree to the plan?
2. What happens when John watches Lenina sleep? What does he think or feel?
Chapter 10
1. Why is unorthodoxy worse than murder?
2. How does Linda act in the hatchery? How does the DHC react? The spectators? How do you think
Huxley intended his audience to feel about Linda and the DHC?
Chapter 11
1. Why does John become popular, but not Linda?
2. How does Bernards life change? How does he react? What does this tell us about Bernard and what
do you think Huxley was trying to show his readers about the nature of power and social acceptance?
3. What does John think of the caste system? Of the clones? How does he use The Tempest now?
4. What do we learn about the reservations at Eton? What is Johns perspective? Which perspective to
agree with?
Chapter 12
1. Why does John decide not to come to Bernards party? What does this mean for Bernard?
2. John reads Shakespeare again. What is Huxley trying to show us?
3. What role does Mustapha Mond play as a censor? Why does he do it? What does he censor? What
does he really want?
4. Why is Helmholtz in trouble with the authorities? What has he done that is dangerous, and why is it
dangerous? Why did he do it? What does he want?
5. What does Helmholtz think of Shakespeare? Romeo and Juliet?
6. What does Helmholtz think is necessary for good writing?
7. What does this chapter tell us about the nature of literature, individualism and power?
Chapter 13
1. How do John and Lenina react to each other? What do they expect from each other and why are they
disappointed?
3. In light of this chapter do you think there needs to be some level of social conditioning to make a
society function?
Chapter 14
1. What memories flood over John as he stands before his mother? Why these particular memories?
What are his memories of the other place? What role does memory play in civilization? Think back to
the earlier ideas about history.
Chapter 15
1. The title phrase recurs here. How is it used differently and what does it mean now?
2. Why does John think Soma is poison?
3. What is Johns conception of slavery, freedom, manhood and liberty?
4. What does this chapter tell us about Huxleys views on people and politics?
Chapter 16
1. How would you describe Bernards behavior in this chapter? Why does he act this way?
2. Why doesnt John like civilization?
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3. Why does Mond say old and beautiful things are forbidden?
4. What does Mond say is the role of liberty, happiness, stability, truth and beauty?
5. How does Mond explain the caste system? Do you think such social structures are necessary?
6. What would happen with an entire society of Alphas?
7. Why must science and progress be constrained? Do you agree?
8. What choice did Mond make as a young physicist? Why? What is his real position?
9. Why does Helmholtz make the choice he makes?
Chapter 17
1. Why does Mond want to talk with John alone? What do they talk about?
2. What is the significance of their discussion of religion? What does John argue religion can give to
civilization? Why does Mond argue that it is unnecessary and potentially dangerous?
3. What does Mond believe is the role of God? How is it related to the self?
4. What role does solitude play in spirituality?
5. How does John argue that the civilized man has been degraded? From what and to what?
6. What are your conceptions of the roles of self-denial, chastity, nobility, and heroism? What would John
or Mond say?
7. What role does Mond say soma plays in this? What is an opiate of the masses?
8. What does it mean, to suffer the sling and arrows of outrageous fortune or oppose them?
9. What does John mean by saying that nothing in civilization costs enough?
10. In saying no to civilization, what does John say yes to? Would you make the same decision?
Chapter 18
1. How does John purify himself?
2. Where does he go, and what does he plan to do there?
3. Does this represent a healthy alternative from society?
4. Why the self-flagellation?
5. What are his thoughts of Lenina?
6. What makes the film so popular back in London?
7. What does Lenina want? What does John think she wants?
8. How does the crowd respond? What happens that evening? What becomes of Lenina?
9. What is Johns decision? Why does he make it? Were there alternatives?
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Discuss with the whole class what students think the unit is
about. Provide opportunity for students to ask questions,
make comments, and add to their understanding of the
concept people and politics.
Each elective in this module requires the study of one prescribed text offering a representation of an
event, personality or situation. Students are also required to supplement this study with texts of their own
choosing which provide a variety of representations of that event, personality or situation. These texts
are to be drawn from a variety of sources, in a range of genres and media.
Students explore the ways in which different media present information and ideas to understand how
various textual forms and their media of production offer different versions and perspectives for a range
of audiences and purposes.
Students develop a range of imaginative, interpretive and analytical compositions that relate to different
forms and media of representation. These compositions may be realised in a variety of forms and media.
Plato
Machiavelli
Arendt
2) Discussion questions:
3) Vocabulary List
Use the Metalanguage word bank throughout the unit to support discussion of
texts and ideas.
Discussion Questions:
Do you think within our context that people are politically aware and
active?
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Discuss what the implications of a society that did not protest would
be? How important are political activists in the community?
Students will need to select a political issue that concerns them. It can be
regional, national or global issue. Teachers could encourage students to c
webpage using Google Page Creator, Microsoft Photostory 3 or Windows
These programs allow students to create a text that incorporates a variety
modes of communication.
Students will consider how their political issue could be represented using
of visuals and sounds. Students then compose a text representing their is
modal text must cover the perspective, the motivation and action, and t
consequences on others. Student may also wish to link their theory resea
above task into their work.
Focus Question:
How has politics been understood by various thinkers and traditions?
Aristotle
Plato
Machiavelli
Arendt
www.theguardian.com/books/2007/nov17/classics.margaretat
wood
Discussion Activity:
Viewing Activity:
Individual Research:
Students will then research the life and times of Aldous Huxley
and compose a report (approx. 500 words) about the context
in which Brave new World was composed. You may want to
consider the following:
APPRECIATING
HOW HUXLEYS PERSPECTIVE ON
PEOPLE AND POLITICS IS REPRESENTED
THROUGH DISTINCT TECHNIQUES
Intent:
Quote: Technique:
Intent:
Quote: Technique:
Intent:
Quote: Technique:
Intent:
Quote: Technique:
Intent:
Quote: Technique:
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Session Five: form/genre/style
Outcomes: 2.1, 2.2, 2.3, 3.1, 3.2, 3.4, 5.1, 7.1 1.1, 1.2, 1.4, 3.3, 4.3, 5.1, 6.3, 7.1, 8.5
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Teaching and Science Fiction:
Learning
Teacher directed reading of notes / discussion on what is
activities/descri science fiction.
ption:
Use the mind map below to encourage students to identify examples
of the science fiction genre in Brave New World expanding out from
the subheadings: technology, biological alterations, science, symbolic
characters, setting and ethical issues
OR
- http://prezi.com/bhwna5mgeihw/?
utm_campaign=share&utm_medium=copy&rc=ex0share
This will provide some further thinking for them, link to literature they
have already read or offer suggestions for related material. Students
should take notes on the key ideas presented.
Satire:
Style:
Analysis Scaffold
Satir
Satire is a sort of glass, wherein beholders do generally discover everybody's face but their own
- Jonathan Swift
Satire is moral outrage transformed into comic art - Philip Milton Roth
Abrams Glossary of Literary Terms defines satire as the literary art of diminishing a subject
by making it ridiculous and evoking toward it attitudes of amusement, contempt, scorn, or
indignation. Satire is usually considered a justifiable means of correcting human vice or folly.
Satire often uses laughter as a weapon against something that exists outside the work itself.
The target of the satire may be an individual, a type of person, a class, an institution, a nation,
or the entire human race.
J.A. Cuddons Dictionary of Literary Terms and Literary Theory, states that the satirist is the
self-appointed guardian of standards, ideals, and truth, and he is one who has high moral and
aesthetic values. He is a man who takes it upon himself to correct, censure, and ridicule the
follies and vices of society.
Religion
Mass production
Consumerism
Drug use / mental health
Political regimes
Biological engineering
Information control
Psychology
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Style
Language Features and Representation in Brave New World
Huxleys novel is a dystopian satirical fantasy set in a paradoxical milieu. Initially, there is a superficial
attraction to this world that is devoid of war and conflict where disease has been eradicated and all
members of society enjoy financial and social security. However, as the novel progresses it becomes
clear that this utopian world that has been politically and scientifically engineered relies on all members
of society conforming to a preordained pattern. Huxleys linear narrative structure focuses on highlighting
the social context and the political organisation of this chilling world.
1. The people have become easy to control and have lost their humanity and they behave like aphids and
ants. Find examples from the novel that highlight how Huxley uses the voice and perspective of the
Savage, to highlight that this political regime and society are in fact repugnant and abhorrent.
2. How do the use of slogans and dictums by Huxley, such as Community, Identity, Stability serve as
confronting ironic parodies? Do you think that these are methods that future political regimes might
embrace? Give reasons for your stance.
3. The realism of the setting is created with references to well know London landmarks. Give three
examples of these landmarks and comment on how this creates a sense of verisimilitude.
4. Huxley uses the juxtaposition of setting to highlight important social messages. What are some of these
social messages?
5. Explain how these polarised locations of the cold, sterile and sanitised London and the dirty, harsh and
raw Savage Reservation are created using sensory and figurative language devices.
6. Huxleys use of intertexual and historical references symbolically explore the issues of conformity,
control, freedom and politics. Create a mind map of the intertextual and historical references used in the
novel.
7. The use of binary oppositions through the novel highlights the ways that the values of contemporary
society have been reversed and parodied in this brave new world.
Complete the following table with specific evaluations about what this mocking of social
structures highlights readers to consider about the impact of political regimes on people.
Integrate quotes within your evaluations.
Contemporary Evaluate what this suggests about the pervasive aspect of totalitarian political
Social Structures policies on the lives of the people.
Motherhood This repulsion of characters towards contemporary social structures such as motherhood,
viviparous motherThat smutty word, is shocking and challenges readers to consider
the impact of future governments to brainwash its people. The role of motherhood is
valued highly in our world and the eradication in Brave New World has occurred do the a
government that has centralised power and is able to rule through propaganda and
persuasion.
Family
Religion
Monogamous
Relationships
Extended Response
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Write a 500 word response that engages with the following statement:
The irony of the novel centres on the fact that due to the excessive level of social
conditioning that any hope of revolution, change or modification from the people is
impossible.
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Cut up the table so that students need to find the right meanings to the term.
1. Context
2. Setting
3. Ideas/Issues
4. Characters
5. Structure
Chapters 1-3
Chapters 4-7
Chapters 8-11
Chapters 12- 15
Chapters 16-18
2. Setting
3. Ideas/Issues
4. Characters
5. Structure
Key concerns
Tension between realism and the departure from realism
The outsider and alienation
The threat of totalitarianism
The European class system
The threat of vulgar commercial mass culture and mass production of the machine age of
Ford
The threat of the loss of high culture
Individual freedom and difference and traditional religion
The perfection of humanity
The pursuit of pleasure and happiness in a mindless world
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Task Outline
Use the marking criteria to guide you in your preparation and presentation.
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Criteria Marks