Brave New World
Summer Reading for Pre-AP English II
an introduction to the novel,
satire, and dystopian literature
1
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
2
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outdated and disgusting in this dystopia), but embryos are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.
3
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
4
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.
5
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
6
Satire vs. Sarcasm
Satire
Sarcasm
• blend of criticism
• Cutting remarks
and humor, mockery,
usually consisting of
ridicule, etc., for the
a series of insults
purpose of
improvement
https://staff.rockwood.k12.mo.us/maiercrystal/AP%20Lit/Documents/Brave%20New%20World/Understanding%20Satire.pdf
7
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
8
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
9
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.
10
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.
11
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.
12
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.
13
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
14
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?
15