Brave New World

1. Brave New World Summer Reading for Pre-AP English II an introduction to the novel, satire, and dystopian literature

2. Brave New World • Author: Aldous Huxley, 1894 - 1963 • Genre(s): Dystopian fiction, satire • Relevance: deals with propaganda, censorship, conformity, genetic engineering, social conditioning, and entertainment • Origin of Title: "O wonder! How many goodly creatures are there here! How beautious mankind is! O brave new world, That has such people in't!“ (from Miranda's speech in Shakespeare's The Tempest, Act V, Scene I -be prepared to discuss significance/meaning

3. Intro to Novel • Huxley’s novel expresses concerns specifically regarding elements of communism and capitalism and centers around a world of control and manipulation. • A.F. stands for After Ford – In this society, they base everything on the ideas of assembly line mass production and consumerism, so “Ford” has become like a god to them. • There is a five-tiered caste system consisting of Alphas, Betas, Gammas, Deltas, and Epsilons. • Every member of society has access to a drug called soma so that they never have to experience pain or unhappiness. • Members of society are conditioning for their world and caste beginning before birth and continuing after birth. Reproduction is not part of a family structure (which is seen as outdated and disgusting in this dystopia), but embryos are conditioned for their caste, and babies are born in a factory setting.

4. Issues/Topics Each of these topics could be developed into a theme statement after reading the novel. Watch for these and annotate examples as you read: • The use of technology to control society • Consumerism, industrialization and consumption • The relationship between pain and happiness, or between truth and happiness (reality versus hallucinations or reality versus appearances) • The danger of an all-powerful state • Individuality versus community • Freedom vs. happiness • Immediate gratification or escape from problems

5. Satire: • A piece of literature designed to ridicule the subject of the work. • While satire can be funny, its aim is not to amuse, but to arouse contempt. • Ridicule, irony, exaggeration, and several other techniques are almost always present.

6. Satire Defined Satire is one of the oldest, most durable forms of literature, generally possessing the following traits: • Aims to spark rebuilding and reformation in society • Usually cherishes a sound society, good traditions, and wise, viable institutions • Values the general welfare and the public good • Targets an audience who is reasonably intelligent, educated, and rational https://staff.rockwood.k12.mo.us/maiercrystal/AP%20Lit/Documents/Brave%20New%20World/Understanding%20Satire.pdf

7. Satire vs. Sarcasm Satire • blend of criticism and humor, mockery, ridicule, etc., for the purpose of improvement Sarcasm • Cutting remarks usually consisting of a series of insults https://staff.rockwood.k12.mo.us/maiercrystal/AP%20Lit/Documents/Brave%20New%20World/Understanding%20Satire.pdf

8. Questions to Consider 1. What institutions, practices, and/or groups are being satirized? • A group or organization • Individuals • A “sort” or type of person • A social class • A prevailing philosophy • Social manners • Modern progress • Mankind or human nature https://staff.rockwood.k12.mo.us/maiercrystal/AP%20Lit/Documents/Brave%20New%20World/Understanding%20Satire.pdf

9. Questions to Consider 2. What is the tone of the satire? Horatian – this form aims to correct through broad laughter • cheerful, urbane, tongue-in-cheek, optimistic, warm, witty, gentle, chiding Juvenalian– this form aims to reforms through mocking ridicule • cutting, bitter, angry, contemptuous, grim, sardonic, harsh, indignant https://staff.rockwood.k12.mo.us/maiercrystal/AP%20Lit/Documents/Brave%20New%20World/Understanding%20Satire.pdf

10. Utopia vs. Dystopia Utopia • A place, state, or condition that is ideally perfect in respect of politics, laws, customs, and conditions Dystopia • A futuristic, imagined universe in which oppressive societal control and the illusion of a perfect society are maintained through corporate, bureaucratic, technological, moral, totalitarian control. Dystopias, through an exaggerated worst-case scenario, make a criticism about a current trend, societal norm, or political system. http://www.readwritethink.org/files/resources/lesson_images/lesson926/DefinitionCharacteristics.pdf ReadWriteThink materials may be reproduced for educational purposes.

11. Characteristics of a Dystopian Society • Propaganda is used to control the citizens of society. • Information, independent thought, and freedom are restricted. • A figurehead or concept is worshipped by the citizens of the society. • Citizens are perceived to be under constant surveillance. • Citizens have a fear of the outside world. • Citizens live in a dehumanized state. • The natural world is banished and distrusted. • Citizens conform to uniform expectations. Individuality and dissent are bad. • The society is an illusion of a perfect utopian world. http://www.readwritethink.org/files/resources/lesson_images/lesson926/DefinitionCharacteristics.pdf ReadWriteThink materials may be reproduced for educational purposes.

12. Types of Dystopian Controls • Corporate Control: One or more large corporations control society through products, advertising, and/or the media. Examples include Minority Report and Running Man. • Bureaucratic Control: Society is controlled by technology – through computers, robots, and/or scientific means. Examples include The Matrix, The Terminator, and I, Robot. http://www.readwritethink.org/files/resources/lesson_images/lesson926/DefinitionCharacteristics.pdf ReadWriteThink materials may be reproduced for educational purposes.

13. Types of Dystopian Controls • Technological control– Society is controlled by technology – through computers, robots, and/or scientific means. Examples include The Matrix, The Terminator, and I, Robot. • Philosophical/religious control – Society is controlled by philosophical or religious ideology often enforced through a dictatorship or theocratic government. http://www.readwritethink.org/files/resources/lesson_images/lesson926/DefinitionCharacteristics.pdf ReadWriteThink materials may be reproduced for educational purposes.

14. The Dystopian Protagonist • often feels trapped and is struggling to escape • questions the existing social and political systems • believes or feels that something is terribly wrong with the society in which he or she lives • helps the audience recognize the negative aspects of the dystopian world through his or her perspective

15. Essential Questions to connect the literature to today’s culture: • Is it better to be free than to be happy? • Is freedom compatible with happiness? • Is the collective more important than the individual? • Can children be taught effectively to think in only one certain way? • Can young people be taught so well that they never question their teachings later? • Is stability more important than freedom? • Can alterations made by advanced science to mankind be made permanent at the DNA-level? • Can mankind be conditioned by science? • Should the individual be limited/controlled for the greater good? If so, how much?