Anthem
By Ayn Rand
Introduction to Anthem Notes
Group 1 - Rand’s Biographical Information:

Anthem was written by _________________.

She was born in _______________, on February 2, ________.

In order to escape the fighting during the Russian Revolution, her
family went to ___________, where she finished high school.

After high school, Rand attended the University of
____________ and later the State Institute for
_______________.

In late ___________, Rand obtained permission to leave Soviet
Russia for a ___________________ in the United States. Although she told Soviet
authorities that her visit would be short, she was determined never to return to Russia,
and she never did.

In Hollywood, she met actor ___________________, whom she married in _____.

After struggling for several years at various non-writing jobs, she sold her first
screenplay, ________________, to Universal Pictures in ________.

Rand’s first novel was titled ___________________.

She began writing _________________ in 1935.

While writing ___________________, she took a break in 1937 to write
____________.

She began writing ___________________ in 1946.

Ayn Rand wrote and lectured on her philosophy of “________________,” which she
characterized as “a philosophy for living on earth."

Ayn Rand died on ___________________, in her ____________________
apartment.

Every book by Ayn Rand published in her lifetime is still in print, and hundreds of
thousands of copies are sold each year, so far totaling more
than ____________________.
Group 2 - Timeline of Ayn Rand’s Life:
1905
Ayn Rand (“________________________”) is born.
1914
Rand decides that she wants to become a _______________.
1917
In order to escape the Russian Revolution, her family flees for ____________.
1924
Rand graduates from the University of ___________________.
1925
Rand leaves the ___________________ and travels to America.
1929
Ayn Rand marries ___________________________.
1932
Rand sells her first screenplay, Red Pawn, to _____________________.
1933
Rand completes her first novel, _______________________.
1936
We the Living is finally published in the _______________________.
1937
Rand writes Anthem in a _____________________________.
1943
_______________________ is published.
1945
The Fountainhead becomes a _________________________.
1946
Rand begins ____________________________.
1947
___________________is finally published in the United States.
1957
________________________ is published in the United States.
1979
Her ____________________, Frank O’Connor, dies.
1982
Ayn Rand ________________.
1985
The Ayn Rand Institute is established in ____________________.
1999
The US Postal Service issues an Ayn Rand _____________________.
1999
The Ayn Rand ___________________ publishes Russian Writing on Hollywood,
Rand’s first formal writings.
Group 3 - About Anthem:

Anthem is one of Ayn Rand's ____________ works.

It presages the fears of _____________ that characterize __________________.

The novel is set in the __________ and has a universal, ____________ feel in its
characterization of an ideal character's struggle against a ____________state.

In the relatively short ___________, Rand sets the individual against the collective
and concludes that the rational celebration of __________ is the only avenue through
which technological and societal progress can occur without the suppression of
____________.

As in the case of many contemporary writers of
_______________/_______________ fiction, Rand initially wrote her novel as a
warning against ______________________ before the end of World War II.

Rand rejected all forms of collectivism as inherently ___________, a conclusion that
undoubtedly had roots in her experiences in early twentieth-century Russia.

Unsurprisingly, given her background, Rand was a staunch opponent of _____________
before and during the _____________.

She undoubtedly had the pro-socialist elements of the West in mind as well as some of
the more socialist elements of ________________________'s New Deal when she
wrote Anthem.

In her view, collectivism led inevitably to the ______________ of people with original
ideas, as well as to the punishment of the able by forcing them to serve the state.

As demonstrated in Anthem, Rand believed that too much focus on the state led only to
the erasure of human rights, and through Equality 7-2521's search for the Unspeakable
Word, and through the collectivist naming system, she also echoes the Soviet use of
_______________.

Rand believed that a collectivist society would ________________ into a repetition of
the Dark Ages, further adding to the dystopian nature of her collectivist state.

In Anthem, Equality 7-2521 is the embodiment of many ________________ and
___________________ values of individualism and progress.

Ayn Rand's writings have become popular in American society because she implicitly
celebrates the emphasis on the rights of
"____________________________________" as declared in the American
Revolution.
Group 4 - What is an “anthem”?:
Definition of Anthem -
______________________________________________________
“The Star-Spangled Banner”:
 The ______________________ of the United States is “The Star-Spangled
Banner.”
 The lyrics come from a poem written in 1814 by _____________________
during the __________________.
 It has _______ stanzas, but only the _______ is traditionally sung.
 It was officially recognized by the Navy in __________ and was made the
National Anthem by Congress and President ______________ in _________.
 It represents the values of America:
 Freedom
 ___________
 ___________
 ___________
Group 5 - Genre: Anti-Utopian/Dystopian Fiction:
 Definition:
 Depicts a (generally futuristic) society that has degraded into a repressive and
controlled state, often under the guise of being _____________ (perfect).
 It has underlying cautionary tones, _____________ society that if we continue to
live how we do, this will be the consequence.
 It is regarded as a _____________ utopia and is often characterized by an
authoritarian or totalitarian (ex: collectivism or communism) form of government.
 Dystopias usually feature different kinds of repressive social control systems, a
lack or total absence of individual ________________and expressions and
constant states of warfare or violence.
 Dystopias often explore the concept of __________________ going "too far" and
how humans individually and en masse use technology.
 A dystopian society is also often characterized by mass _______________ for
most of its inhabitants and a large military-like police force.
 Rand’s Version of the Anti-Utopia/Dystopia:
 Ayn Rand did not believe it was possible to have a society that is tyrannical, yet has
a highly __________________ economy.
 She held that economic progress depends upon _______________, that the
uncoerced mind is the source of technology, prosperity, and ________________.
 Thus the collectivist society she depicts is stagnant and _______________.
Group 5 (cont’d) - Collectivism vs. Objectivism:
 Collectivism – a form of _____________; the subjugation of the individual to the
group – whether to a race, class, or state does not matter. In Anthem, Ayn Rand will
present a collectivist society that is stagnant and primitive, and the word "I" is
obsolete.
-The individual . . .
 is owned by the ______________
 has no right to a _______________ existence
 has no right to lead his own life, pursue his own ______________, or use his own
property
 exists only as _____________ of the group
 Objectivism/Individualism –regards every man as an ___________________,
sovereign entity who possesses an __________________ right to his own life, a right
derived from his nature as a rational being. Individualism does not mean that one can
do whatever he feels like doing; it means that every man or woman is an individual and
has the same rights.
-The individual . . .
 has ______________
 will not run anyone else’s _________, nor let anyone run theirs
 will not rule or be ____________
 will not be a master nor a _______________
 will not sacrifice ___________________ to anyone, nor sacrifice anyone to
themselves
Group 6 - Communism Background Information:
 Communism - a government where the desires of the ___________ are more
important than the _______________.
 People share work fairly and are paid _______________.
 The word “Communism” comes from the Latin word “Communis” which means common
or ____________________________.
 Goal: to get rid of social classes & make everything ____________ for everyone.
“Red Scares”:
 In US history, the term “Red Scare” denotes two distinct periods of strong
_______________________:
 The First Red Scare, from 19___ to 19___
 The Second Red Scare, from 19___ to 19___
 The Scares were characterized by the fear that communism would upset the
________________ social order in the United States.
 The First Red Scare feared worker revolution and _________________
radicalism.
 The Second Red Scare feared (national and foreign) communists infiltrating the
________________________.
Group 6 (cont’d) Key Facts, Symbols, & Motifs:
Setting - Sometime in the distant _____________, after the collapse of the social order
because of the common acceptance of collectivist values; location is in an unidentified city
Protagonist - Equality 7-2521
Point of View – ______________ (Plural); Equality’s POV
Symbols - _________; the forest; manuscripts
Motifs - _____________________/ ignorance and knowledge/ transgression and
damnation
Anthem Themes

Individualism or Egoism (celebration of ___________)

Dangers of ____________________

______________ as Heroes

______________ & Originality

___________ and Friendship
Main Characters of Anthem
Equality 7-2521 - A street sweeper, the protagonist of the novella. Equality 7-2521, who
later renames himself Prometheus, believes in individualism and rejects the collectivist
society around him. He is vain and self-centered, strong, beautiful, and intelligent. He is
deeply curious and desires freedom to explore and think, and he is unafraid of the society
of mindless drones around him. Equality 7-2521 represents the superiority of a singular
intellect to the homogeneity of the masses, who cannot think for themselves and are
indistinguishable from one another.
The Golden One - A beautiful peasant with whom Equality 7-2521 falls madly in love. The
Golden One demonstrates her subservience to Equality 7-2521 by allowing him to change
her name from Liberty 5-3000 to the Golden One, and later, Gaea. The Golden One is
proud and vain, strong and bitter. She loves Equality 7-2521 because he is different from
most men around her. With him, she grapples with a desire to find the word “I” in order to
express her love for him. The Golden One is relatively underdeveloped as a character,
functioning mostly as the object of Equality 7-2521’s affection.
The Transgressor of the Unspeakable Word - A martyr for the word “I.” The
Transgressor of the Unspeakable Word suffers no pain as he is burned alive because he
knows the meaning of individualism. His death foreshadows the suffering and exile of
Equality 7-2521, and he represents the way to die properly, in Rand’s view, for the cause of
egoism.
International 4-8818 - Equality 7-2521’s only friend. International 4-8818 views
Equality 7-2521 as a prophet. When he and Equality 7-2521 discover the tunnel in which
Equality 7-2521 hides to write his journal and make his discoveries, he is torn between
loyalty to his friend and his desire not to break the law. International 4-8818 represents
the citizen who secretly seeks his own meaning but is unable to realize it because he
cannot take the step of breaking with his society.
Collective 0-0009 - The leader of the World Council of Scholars. Collective 0-0009 is
shapeless and cowardly, like all members of the World Council. He fears and hates Equality
7-2521 for breaking the rules because he believes that only those decisions reached by
the council can be of value. Collective 0-0009 represents the thinking force behind the evil
collectivism of the city.
Glossary of Unfamiliar Terms:
Brine - Water mixed with salt (usually table salt) in a solution
Collectivism - A society in which the people as a group determine the welfare of the state
Ego - Synonym for self
Eugenics - Breeding for positive traits in the human race
Grill - A dividing screen of metal, often installed on windows or doors
Hearth - A fireplace, especially in the sense of being at the center of the home
Hedge - A row of shrubs that are close together and thus serve as a barrier
Impotent - Incapable; lacking power
Loadstone - Also spelled "lodestone," a piece of magnetic rock
Manuscript - A written document, often in the sense of being handwritten
Sanction - Official permission
Smolder - To burn in a muffled but intense manner
Torrent - A chaotic stream
Tunic - A simple, loose type of clothing
Vainly - Without the desired success
Anthem Vocabulary
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
abyss
advocacy
approbation
atone
baseness
covet
defile
depravity
discern
edict
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
fluid
furrow
heedless
illustrious
infamous
lassitude
mandate
perishable
portal
pyre
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
raze
reprimand
sieve
submissive
tarry
transgression
vindictive
virtuous
vocation
whim
"Anthem" Song Lyrics by Rush
”Invictus” (Poem) by William Ernest Henley
Know your place in life is where you want to
be
Don't let them tell you that you owe it all to
me
Keep on looking forward...no use in looking
'round
Hold your head above the ground and they
won't bring you down
Out of the night that covers me,
[Chorus:]
Anthem of the heart and anthem of the
mind
A funeral dirge for eyes gone blind
We marvel after those who sought
The wonders of the world, wonders of the
world
Wonders of the world they wrought
Under the bludgeonings of chance
Live for yourself...there's no one else
More worth living for
Begging hands and bleeding hearts will only
cry out for more
It matters not how strait the gate,
[Chorus]
Black as the Pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.
In the fell clutch of circumstance
I have not winced nor cried aloud.
My head is bloody, but unbowed.
Beyond this place of wrath and tears
Looms but the Horror of the shade,
And yet the menace of the years
Finds, and shall find me, unafraid.
How charged with punishments the scroll,
I am the master of my fate;
I am the captain of my soul.
Well, I know they've always told you
Selfishness was wrong
Yet it was for me, not you, I came to write
this song
[Chorus]
Wrought
Wrought
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Anthem by Ayn Rand
EXAMPLE ANNOTATIONS WORKSHEET
*Remember to be specific when filling this worksheet out. You should include direct quotes and examples with
page numbers.
Chapter: 1-2
Figurative Language:
p. #/Portion of Quote/Name of Fig. Lang. Device
Example: p. 17/ “It is a sin….” / Hyperbole
Example: p. 17/ “It is…. It is….” / Anaphora
(Continue to list page numbers, quotes, and titles
of figurative language devices found in the text.)
Significance:
Why do you think the author uses this?
-to emphasize the seriousness of Equality’s crime
-to draw the reader’s attention to the words following “It
is….”
(Continue to explain the significance of each
figurative language device found in the text.)
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EXAMPLE ANNOTATIONS WORKSHEET
Characters: [List characters in the chapters.]
Example: Equality 7-2521
Significance: [Describe each character.]
-21 years old; taller than all other men; main character
Plot Development: [Summarize the plot in
these chapters.]
Significance: [Explain anything important found in
the plot.]
Tone: [List author’s tone(s).]
Significance: [Explain why you think the author
utilizes this tone.]
Example: Religious
-author implies the government in this book treats
communism like a religion
Theme: [What is the overall message of the
book/chapters?]
Significance: [Explain why you think this is the
message.]
Example: Putting the good of the group ahead of
the good of the individual could cause society to
regress.
15
English I Annotations: Anthem by Ayn Rand
*Remember to be specific when filling this worksheet out. You should include direct quotes and examples with
page numbers.
Chapter: 1-2
Figurative Language (8 examples):
1.
Significance (Why does the author use this?):
2.
3.
4.
5.
6.
7.
8.
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Chapter: 1-2
Characters:
Significance:
Plot Development:
Significance:
Tone:
Significance:
Theme:
Significance:
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Anthem by Ayn Rand: Chapter 3-5 Annotations
*Remember to be specific when filling this worksheet out. You should include direct quotes and examples with
page numbers.
Chapter: 3-5
Figurative Language (8 examples):
1.
Significance (Why does the author use this?):
2.
3.
4.
5.
6.
7.
8.
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Chapter: 3-5
Characters:
Significance:
Plot Development:
Significance:
Tone:
Significance:
Theme:
Significance:
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Anthem by Ayn Rand: Chapter 6-8 Annotations
*Remember to be specific when filling this worksheet out. You should include direct quotes and examples with
page numbers.
Chapter: 6-8
Figurative Language (8 examples):
1.
Significance (Why does the author use this?):
2.
3.
4.
5.
6.
7.
8.
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Chapter: 6-8
Characters:
Significance:
Plot Development:
Significance:
Tone:
Significance:
Theme:
Significance:
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Anthem by Ayn Rand: Chapter 9-10 Annotations
*Remember to be specific when filling this worksheet out. You should include direct quotes and examples with
page numbers.
Chapter: 9-10
Figurative Language (8 examples):
1.
Significance (Why does the author use this?):
2.
3.
4.
5.
6.
7.
8.
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Chapter: 9-10
Characters:
Significance:
Plot Development:
Significance:
Tone:
Significance:
Theme:
Significance:
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Anthem by Ayn Rand: Chapter 11-12 Annotations
*Remember to be specific when filling this worksheet out. You should include direct quotes and examples with
page numbers.
Chapter: 11-12
Figurative Language (8 examples):
1.
Significance (Why does the author use this?):
2.
3.
4.
5.
6.
7.
8.
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Chapter: 11-12
Characters:
Significance:
Plot Development:
Significance:
Tone:
Significance:
Theme:
Significance:
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