Gina Sabo
SCED 518
Summer 2013
Young Adult Lit Unit
Introduction
George Orwell, born Erik Arthur Blair, published his novel 1984 four years after Animal Farm. Within the
novel, the totalitarian society, though imaginary, can be seen as very possible in today’s society. The
novel made such an impression that not only the title, but also phrases such as “Big Brother is watching
you” very popular among every day conversation. Many people believe that the events, political
figures, etc. have come true in our history even though Orwell wrote this book in 1949.
There are many themes that are portrayed throughout the novel, such as the portrayal of the dystopian
society, totalitarianism, and psychological manipulation. You really see these themes through the
description of the main character Winston Smith. Through the use of Telescreenes, the Party is able to
watch the entire population. Our government today has instilled the fear that we no longer have our
privacy, from taping our cell phones to watching our every move with high-tech satellites.
Another theme within the novel occurs with the manipulation of history. We know that there are
people out in our society that do not believe certain events happened (Landing on the moon, the
Holocaust, etc.). What would happen if events like this, as well as our language, were controlled by the
government? Through the exploration of this novel, readers can analyze the effect of total government
control over our society, and see what the possible outcomes might be as a result.
Resources
George orwell. BBC News UK. (2013, June). Retrieved from
http://www.bbc.co.uk/history/historic_figures/orwell_george.shtml
Book One: Gathering Blue by Lois Lowry
Published in 2000 by Laurel Leaf Books
Pages: 215
ISBN: 0-440-22949-9
Reading Level: Grade 6+
Major Themes/Topics: Individualism vs. society, survival, Oppression, Bullying, Trust
Summary:
Gathering Blue is a young adult dystopian novel. It is about Kira, a recently orphaned girl with a twisted
leg, who lives in a village in which only the strong survive. When Kira was born, her mother saved her
life by refusing to let the village take her away due to her imperfection (her leg). Therefore, she was not
“desired” as a worker or a wife because she could not walk without the aid of a staff. However, Kira
inherited the ability to weave from her mother. This rare gift allowed her to be saved from banishment
by the council. As a result, she is taken from her village to weave and restore the Story Singer’s
ceremonial robe. This robe holds the ability to depict the history of the world. As she works on the
robe, she meets Thomas, a gifted wood carver. Together they both learn that the council keeps secrets
that could forever change their world view.
Rationale:
I chose this book due to the themes and the fact that it too is a novel depicting a dystopian society. The
theme of individualism vs. society is something that is portrayed clearly throughout 1984. Students can
relate this theme and analyze and compare/contrast each novel. The secrets that are kept from the
society is also something that runs common between the two novels.
Possible Challenges:
I don’t think that there would be too many challenges while reading this book, however because the
protagonist is a female, some of the male students may have a hard time connecting. Although Kira’s
friends are male, they only play a small role in the novel. The only other challenge I could see would be
the fact that although the type of society presented is believable, some of the ways the society reacts
towards one another is sometimes unbelievable. Love and friendship play an important role, and
sometimes the “powers that be” cannot seem to forgive acts of love and friendship when they are in
direct contradiction of the law.
Book Two: Messenger by Lois Lowry
Published in 2004 by Houghton Mifflin Company
Pages: 169
ISBN: 0-618-40441-4
Reading Level: Grade 6+
Major Themes/Topics: Sacrifice, Love, Individualism
Summary:
A sequel to Gathering Blue, the reader is taken on a new journey of Matty, the best friend of Kira from
Gathering Blue. This novel also connects the reader with the main character of The Giver, Jonas
(Leader), who is the leader of the village in which Matty lives (Village). Within this novel, Matty is a teen
in a utopian society, where he lives and works with Kira’s father, Seer. The society in which they live
once welcomed strangers, however something happens that changes the morality of the community.
People begin to change in order to obtain material possessions. With the change in the villagers, the
society decides to close off Village and keep foreigners out. Matty’s role throughout the novel is to
deliver messages to surrounding communities and bring back news to Village. As a result, he is able to
move “freely” without question in Forrest (the most dangerous place among the villages). Now he must
retrieve Kira from a nearby village and bring her back to live with her father.
Rationale:
I chose this book because it really connects to Gathering Blue. I also liked that Lowry connected the
novel to The Giver. This would be interesting for students who have previously read this novel to be
able to find out what really happens to the characters and in the end. The themes of individualism and
compassion ring true as well as what would happen to our society if we were to let go of all our morals
and shut out anyone different than us. These themes are also portrayed throughout 1984. Students
would be able to easily connect what would happen again if government would make all the decisions in
our society.
Possible Challenges:
Again, I am not sure of any challenges that would occur while reading this novel. One challenge might
be the fact that the protagonist is a young teenage boy. The female students might not be able to
connect as well. I also think that the “gifts” that the characters have might be a problem for some
readers to believe.
Book Three: The Hunger Games by Suzanne Collins
Published in 2008 by Scholastic Press
Pages: 375
ISBN: 978-0-439-02352-8
Reading Level: Grade 6+
Major Themes/Topics: Family life, Poverty, Survival, Rebellion, Inequality, Oppression
Summary:
This novel is the first in a series of 3. Readers are introduced to the main character and protagonist,
Katniss Everdeen. With her bow and arrow, Katniss provides food for her mother and sister, Prim, by
hunting illegally with her best friend, Gale, on the grounds outside of District 12. Each year, the Capitol
holds an event called the Hunger Games. Two “tributes” (one boy and one girl) are
picked/chosen/volunteer from each of the districts and brought to an arena and fight to the death. Only
one can win. Although this is a friendly reminder to not rebel, the Games are mostly for the
entertainment of the Capitol. Katniss volunteers to go in her sister’s place when Prim is originally
chosen as the tribute for District 12. Along with Peeta, Katniss and the other tributes are put through
tests to allow “contributors” to figure out where to place bets, and where they might like to “fund gifts”
for the tributes. Through a few close calls, Peeta teams up with stronger teens from other districts
causing Katniss to be on her own. As the competition continues, several tributes die, rules change, and
Peeta and Katniss finally team up. As part of a plan for “gifts” to help them survive, Katniss and Peeta
pretend to be in love. Again, rules change, together Peeta and Katniss put together an elaborate ruse
(sucide pact) to get the Capitol to change the rules back declaring them both winners.
Rationale:
Through the themes of oppression and rebellion, The Hunger Games can directly relate to 1984. Katniss
decides to stand up against the government by attempting the suicide pact with Peeta. By her taking
control and standing up against the government, the rules change and cause something to occur within
the Games that have never happened before. In 1984, his choice to go against the government also
causes something to happen like never before.
Possible Challenges:
The graphic scenes that occur within the novel would definitely be something parents and some
students might object to.
Book Number Four: Ship Breaker by Paolo Bacigalupi
Published in 2009 by Little, Brown and Company (Hachette Book Group)
Pages: 326
ISBN: 9780316056199
Reading Level: Grades 10+
Major Themes/Topics: Survival, Rebellion, Oppression, Compassion
Summary:
Ship breaker focuses on the character Nailer, a young man, who works along with other young boys and
girls called a light crew. Growing up in an area where he is known as a licebiter (child laborer), the
earth’s oil supply has just about run out. Nailer and the crew work together throughout the day
collecting salvaged pieces of copper wiring, metal, etc. from washed up freight ships to sell to
companies in hopes of surviving another day. Nailer feels that he will never escape the life he has
grown up knowing until his luck changes. He and a fellow crew-mate, Pima, discover a clipper-ship
wrecked in the previous days’ hurricane. The ship contains more “scavange” than either has ever seen,
however a surprising survivor may have ruined their plans of escaping the horrid living conditions they
have grown to know as home.
Rationale:
I chose this novel because I thought it would be a nice addition to this grouping of novels. With the
themes of oppression clearly portrayed at the beginning of the novel, readers get a glimpse at what
society might become if we run out of oil. The culture portrayed throughout the novel could be seen as
believable. Readers also have the ability to analyze the characters and how they react towards greed,
family, and friendships. Again, like all the novels, love and friendship as well as trust play an important
role in the development of the plot.
Possible Challenges:
Much like The Hunger Games, a possible objection might be the graphic scenes and violence portrayed
throughout the novel.
Small Group Activity (Jigsaw)
Group Research Project – Dictator and “The Party”
1. Students will choose a dictator from history to research.
2. In groups, students will compare their research to The Party from 1984.
3. Students will receive a list of the dictators chosen, and within their original groups, compile a list
of questions for each dictator to answer. Questions might include where the dictator went
wrong according to The Party. What could you have done better?
4. Students will then get into jigsaw groups (new groups comprised of one student from each of
the different dictator groups) and complete interviews.
5. Students will then comprise their findings about each dictator in a 5 paragraph essay.
Grading will be based on the following:
MLA Formatting
Writing Conventions (Grammar, punctuation, spelling, etc.)
5-paragraph essay formatting
Intro – Hook with three supporting details and thesis statement
Body – Three supporting details (three separate paragraphs) with support from the discussions
Conclusion – Overall analysis of dictators and discussion.
Whole Class Activity
Class Dictionary: Newspeak
1. Students will have been introduced to the concept of Newspeak.
2. Throughout the novel, students will be assigned Newspeak words in which they must define in
the class dictionary.
3. Once a good amount of words have been collected, students will then be required to translate a
piece into Newspeak. This could be school rules, a famous quote, a portion of a textbook, etc.
4. Once the piece has been translated, students will discuss how the meaning has changed and
what effect it has. Does it make it stronger, weaker, etc.?
5. Class discussion then will occur on the importance of word choice, and why Orwell had chosen
to include this concept of Newspeak in the novel.
Grading will be based on the following:
Participation
Completion of definitions for the class library
Completion of translation of a self-selected piece
Independent Activity
Propaganda Poster
1. A whole class discussion will take place on the use of propaganda posters throughout history.
What effect they have on the audience then and now.
2. We will look at examples used throughout history in order for students to get a full
understanding of what it looks like.
3. Students will then receive instructions in “Newspeak” as to connect to the previous full class
activity.
4. Students will be asked to show their loyalty to The Party by creating a poster.
5. On this poster, they must present one concept that is valued in the society.
Grading will be based on the following:
Understanding of the ideas presented in the novel
Completion of the project
Neatness
Creativity
Independent Activity
Reader Response Journal
1. At the beginning of the novel, students will receive instructions for a reader response journal.
This will be their key to participate in class discussions.
2. Students will be required to respond to the following:
a. Discussion questions on the chapters/sections read
b. Vocabulary they had difficulty with (separate from Newspeak project)
c. Questions they encountered while reading (things they didn’t understand)
d. Discussion questions of their own to bring to the whole class discussion.
3. Students will use this journal to participate in full class and small group discussions.
Grading will be based on the following:
Completion of each assignment
Completion of each section
Participation in discussions
Two Articles Useful for Instruction
American Dystopia More Reality than Fiction
This article explains how our society today is really like the science fiction we read about. Although it is
supposed to be set in the future, many of the ideas and themes presented are hot topics in the news.
Though the concepts are presented throughout each of the novels mentioned, the article focuses on The
Hunger Games trilogy. The article compares and contrasts the world described in the novel series to our
society today.
Solnit, R (2012). American dystopia more reality than fiction. CBS News. Retrieved from:
http://www.cbsnews.com/8301-215_162-57425179/american-dystopia-more-reality-than-fiction/
Prepare for the New Cameras-Everywhere World:
New technology means we’ll only see more images like the New York Post subway-death photo.
This article explains the use of cameras everywhere as a surveillance precaution for government
officials, companies, etc. The fact that there is the possibility for the government and other companies
to “spy” on us is explained in this article, and what effect it could have on our society. This is something
that is clearly portrayed not only through 1984, but also through the other novels presented. This could
be used as a companion to any of the novels.
Gillmor, D (2012). Prepare for the new cameras-everywhere world: New technology means we’ll only
see more images like the New York Post subway-death photo. Slate. Retrieved from:
http://learni.st/learnings/74198-why-you-should-expect-more-disturbing-images-like-the-ny-postsubway-photo?board_id=9633
Websites
Booktrailers.net
Students could create a book trailer for either one of the novels presented in this unit, or for a novel
they are currently reading that is related to the themes presented.
Another use for this site could be as an introduction to the unit, the teacher could play a book trailer for
the novels they will be reading. A discussion about the topics presented could then take place.
Glogster.com
Students could create online posters for a possible project. They could use this site for their propaganda
posters. Students can design and animate these posters using links. This gives the poster a very clean
look and allows students to be creative and simple in their designs.
Students might also utilize this as a possible display for their research on their dictator. Information can
be displayed, and students can explore each dictator and compile a list of questions individually. Then,
the class can conduct a question/answer session.
Movies
“Minority Report”
I chose this movie because of the dystopian society depicted. Much like 1984, the society is controlled
through a group called “Precrime.” With the use of three gifted individuals, they are able to predict
crime before it happens. Although we might not be able to watch the entire movie, the plot does help
to re-enforce the idea of oppressive governments portrayed throughout each of the novels.
Spielburg, S. [Director] Bont, J. [Producer] (2002). Minority Report [Movie]. Hollywood, CA: 20th
Century Fo Studios.
“2081” (Harrison Bergeron)
I chose this novel, because of the curriculum of the 10th grade. In our county, the students read the
story Harrison Bergeron. This is a televised version of the short story. This would also connect well with
the novel 1984 due to the controlling government.
Tuttle, C. [Director] Mendoza, T. [Producer] (2009). 2081 [DVD]. Seattle, WA: International Film
Festival.
Songs
“2+2=5” by Radiohead
This song discusses the topic of just following the directions and information given to you even if it
doesn’t make sense. Just like in the novel where they change history to make it fit into their belief
systems, to us, it wouldn’t make sense, but they do it because it is all they have ever known. The lyrics I
thought that really caught the theme was:
“Go & tell the king that/The sky is falling in/When it's not/Maybe not.”
Radiohead (2002). 2+2=5. Hail to the Theif [CD]. London, UK: EMI.
“Big Brother” by David Bowie
This song was directly correlated with the unpublished musical 1984 written by David Bowie. The entire
album, Diamond Dogs was later discovered to be a soundtrack for the movie. I think this entire album
would be a great way to introduce the novel or even the concepts portrayed. It discusses the need to
have someone to control us in order for us to live well. Students could look at this and analyze how
Bowie might have written this as a farce or argument on how much our society is already being
controlled.
Bowie, D (1973). Big Brother. Diamond Dogs [CD]. London, UK: RCA.
George Orwell, born Erik Arthur Blair, published his novel 1984 four years after Animal Farm. Within the
novel, the totalitarian society, though imaginary, can be seen as very possible in today’s society. The
novel made such an impression that not only the title, but also phrases such as “Big Brother is watching
you” very popular among every day conversation. Many people believe that the events, political
figures, etc. have come true in our history even though Orwell wrote this book in 1949.