JPailthorpe

= Annotated Text Set: = “Discovering Society through Brave New World” Created by Jordan Pailthorpe

Context for using the text set

I am using this text set to introduce the thematic elements that are displayed in the novel //Brave New World.// These resources will provide a great reference and guide for explaining and exploring freedom vs. control, authority vs. anarchy, community vs. individuality, challenging of moral guidelines, consumerism, and other themes that are presented throughout the novel that relate to understanding society. This text set will also help the teacher in presenting the strategies and skills needed to decipher the elements of the text.

This text set is intended for High School students at the grade level of 11 in an English literature class. The ability level of the students ranges dramatically, with some students excelling and others having difficulty reading. These circumstances are taken into account and have been factored into the design of this set.

**Print Resources **

 * Text #1: **Brave New World novel
 * **Citation: ** Huxley, A. (1932). Brave New World. London, UK: Chatto and Windus
 * **Text Summary: **This is the novel //Brave New World// in paperback form. It tells the story of a dystopian society guised as a utopian operating world, and the conflicts associated with that through the eyes of fictional characters.
 * **Rationale: ** I chose this text because the lesson centers on it. The thematic ideas it presents are vast and still highly relevant to today’s world. The form and style is also fine, and a great example of modernist fiction.
 * **Use of text: ** Depending on how many copies the class could receive, it could be used either as an in class reference and group reading tool, or a personal per student assigned text.
 * **Attachment: **N/A


 * <span style="font-family: Calibri,sans-serif;">Text #2: **<span style="font-family: Calibri,sans-serif;">Community vs. Stability Flowchart
 * **<span style="font-family: Calibri,sans-serif;">Citation: ** Geib, R. (2008). Community, Identity, and stability [chart]. In R. Geib’s //Brave New World Lesson Planning Webpage//. Ventura, CA: Foothilltech.org /rgeib/english/bnw/
 * **<span style="font-family: Calibri,sans-serif;">Text Summary: **<span style="font-family: Calibri,sans-serif;">This is a flow chart that describes the differences between community and stability through short descriptions and flowing images.
 * **<span style="font-family: Calibri,sans-serif;">Rationale: **<span style="font-family: Calibri,sans-serif;">I chose this chart because it will be useful as a visual aid when comparing and contrasting one of the thematic elements of the text.
 * **<span style="font-family: Calibri,sans-serif;">Use of text: **<span style="font-family: Calibri,sans-serif;">The teacher could use it as an example and model for an assignment where students create their own flowcharts, or just as another way to get the thematic differences across.
 * **<span style="font-family: Calibri,sans-serif;">Attachment: N/A **


 * <span style="font-family: Calibri,sans-serif;">Text #3: **<span style="font-family: Calibri,sans-serif;">Huxley.net Information website
 * **<span style="font-family: Calibri,sans-serif;">Citation: **<span style="font-family: Calibri,sans-serif;"> Pearce, D. (1998). //BRAVE NEW WORLD: A Defense of Paradise-Engineering.// Retrieved October 25, 2010 from Huxley.net
 * **<span style="font-family: Calibri,sans-serif;">Text Summary: **<span style="font-family: Calibri,sans-serif;"> An in depth analysis of the themes and important socio-political points Huxley focuses on in the novel. Site is broken down into separate critical essays that describe these points.
 * **<span style="font-family: Calibri,sans-serif;">Rationale: **<span style="font-family: Calibri,sans-serif;"> I chose this site because it will not only break down some of the elements of the themes for student’s to understand, but also gives examples of well thought out literary criticism. There are also many links to real world research that incorporates Huxley’s ideas.
 * **<span style="font-family: Calibri,sans-serif;">Use of text: **<span style="font-family: Calibri,sans-serif;"> The teacher could use this primarily as a reference and have students explore the site in groups or on their own. They could find connections to the novel through these essays and outside sources. It could also double as a guide for creating thematic essay’s, or even a call and response type of assignment.
 * **<span style="font-family: Calibri,sans-serif;">Attachment: **<span style="font-family: Calibri,sans-serif;"> N/A


 * <span style="font-family: Calibri,sans-serif;">Text #4: **<span style="font-family: Calibri,sans-serif;">Brave New World EBook
 * **<span style="font-family: Calibri,sans-serif;">Citation: **<span style="font-family: Calibri,sans-serif;"> Huxley, A. (1932). Brave New World. London, UK: Chatto and Windus. Retrieved October 25, 2010 from Huxley.net/bnw/one.html
 * **<span style="font-family: Calibri,sans-serif;">Text Summary: **<span style="font-family: Calibri,sans-serif;"> This is the novel //Brave New World// only in EBook form. It is separated by chapter, and is clear and easy to read.
 * **<span style="font-family: Calibri,sans-serif;">Rationale: **<span style="font-family: Calibri,sans-serif;"> This is a critical addition to the text set only because it allows more flexibility to use the actual primary source of the novel with all students regardless of budget and number of books available.
 * **<span style="font-family: Calibri,sans-serif;">Use of text: **<span style="font-family: Calibri,sans-serif;"> This can either be used as an at home alternative to the paperback novel if limited in number, or by the teacher to print out or project the novel on a smart board.
 * **<span style="font-family: Calibri,sans-serif;">Attachment: **<span style="font-family: Calibri,sans-serif;"> N/A


 * <span style="font-family: Calibri,sans-serif;">Text #5: **<span style="font-family: Calibri,sans-serif;">Somaweb.org discussion forums
 * **<span style="font-family: Calibri,sans-serif;">Citation: **<span style="font-family: Calibri,sans-serif;"> Matthew, A. (1995). //Aldous Huxley Discussion Forums.// Retrieved October 25, 2010 from Somaweb.org at http://aldoushuxley.yuku.com/forum/view/id/1
 * **<span style="font-family: Calibri,sans-serif;">Text Summary: **<span style="font-family: Calibri,sans-serif;"> The dedicated discussion forum/message board for readers of //Brave New World//. Allows readers of all grade levels and ages to post and discuss elements of Huxley’s novel and anything relating to it.
 * **<span style="font-family: Calibri,sans-serif;">Rationale: **<span style="font-family: Calibri,sans-serif;"> This is included because it is a great way for students to talk about the novel with people outside their own classroom. It will enrich their idea of understanding a novel, not just for them to write a paper, but also to interact with the world in which they exist.
 * **<span style="font-family: Calibri,sans-serif;">Use of text: **<span style="font-family: Calibri,sans-serif;"> The teacher might have every student come up with a post and have them add to the discussion on this public forum. He/she could then encourage the students to respond and participate with one another’s posts to foster an online community outside of the face to face classroom. Perhaps the teacher could even ask colleagues and adults to also participate and pose questions to the students through the discussion forum and create dialogue between student and adult on an equal level.
 * **<span style="font-family: Calibri,sans-serif;">Attachment: **<span style="font-family: Calibri,sans-serif;">N/A

**<span style="font-family: Calibri,sans-serif;">Media Resources **

 * <span style="font-family: Calibri,sans-serif;">Text #6: **<span style="font-family: Calibri,sans-serif;">Video Interview with Aldous Huxley
 * **<span style="font-family: Calibri,sans-serif;">Citation: **<span style="font-family: Calibri,sans-serif;"> McKenna, T. (2008, November 5). //Aldous Huxley Interview// [Video file]. Retrieved October 25, 2010 from http://www.youtube.com/watch?v=b5EhhnF8c5Y&feature=related
 * **<span style="font-family: Calibri,sans-serif;">Text Summary: **<span style="font-family: Calibri,sans-serif;"> This is an interview with author Aldous Huxley in the mid-fifties. He talks about his writing and personal opinions.
 * **<span style="font-family: Calibri,sans-serif;">Rationale: **<span style="font-family: Calibri,sans-serif;"> This video interview is a great way to connect a face and voice with writing. The students will be able to see the man who made this piece of work they are studying so intensely, and get a feel for his character as an author and fellow human being.
 * **<span style="font-family: Calibri,sans-serif;">Use of text: **<span style="font-family: Calibri,sans-serif;"> The teacher could assign students to watch and respond creatively to the interview. Maybe perhaps create an assignment where they watch the interview and then create a question they would ask Huxley, and with a partner, answer each other’s questions in the manner of Huxley’s voice and opinions.
 * **<span style="font-family: Calibri,sans-serif;">Attachment: **<span style="font-family: Calibri,sans-serif;"> N/A


 * <span style="font-family: Calibri,sans-serif;">Text #7: **<span style="font-family: Calibri,sans-serif;">Brave New World: The Movie (1980)
 * **<span style="font-family: Calibri,sans-serif;">Citation: **<span style="font-family: Calibri,sans-serif;"> Brinckerhoff, B. (Director) & Cannon, D. (Adaptation) & Thompson, R. (Writer). (1980). //Brave New World// [motion picture]//.// USA: Universal TV
 * **<span style="font-family: Calibri,sans-serif;">Text Summary: **<span style="font-family: Calibri,sans-serif;"> This is a movie adaptation of //Brave New World//, which closely represents every aspect of the novel in cinematic form. Filmed in 1980.
 * **<span style="font-family: Calibri,sans-serif;">Rationale: **<span style="font-family: Calibri,sans-serif;"> I included this movie as another way of presenting the primary source material for those students who might have trouble reading. By watching the film, they can grasp a sense of character and plot before tackling the novel. It will help them to decipher the ideas and themes we would be learning through the text and allow them to participate in discussion with other students.
 * **<span style="font-family: Calibri,sans-serif;">Use of text: **<span style="font-family: Calibri,sans-serif;"> The teacher would most likely show the movie near the beginning of the lesson for reasons stated above. He/she could also have students compare and contrast differences between the elements of the novel and elements of the film.
 * **<span style="font-family: Calibri,sans-serif;">Attachment: **<span style="font-family: Calibri,sans-serif;"> N/A


 * <span style="font-family: Calibri,sans-serif;">Text #8: **<span style="font-family: Calibri,sans-serif;">Brave New World Book Review (Podcast)
 * **<span style="font-family: Calibri,sans-serif;">Citation: **<span style="font-family: Calibri,sans-serif;"> Burrage, L. (podcast creator). (2009, September 28). SFBRP Aldous Huxley – Brave New World [#067]. Science Fiction Book Review Podcast. Podcast retrieved from http://www.sfbrp.com/archives/111
 * **<span style="font-family: Calibri,sans-serif;">Text Summary: **<span style="font-family: Calibri,sans-serif;"> This is a book review of //Brave New World// in the form of audio. Created by a man who reviews science fiction books with no literary or educational background and only bases his reviews on what he gets out of the novel.
 * **<span style="font-family: Calibri,sans-serif;">Rationale: **<span style="font-family: Calibri,sans-serif;"> I included this to double as another form of literary criticism and also as another format to help cater to literacy challenged students. By listening to the podcast, they can grasp what elements are important to the novel and also hear an opinionated discussion on it.
 * **<span style="font-family: Calibri,sans-serif;">Use of text: **<span style="font-family: Calibri,sans-serif;"> This podcast can be used in a few ways. The first is just as described above; simply another tool to show students the themes displayed in the novel. The second use could be to show as an example of an opinionated response to a piece of literature. Lastly, it can be used as an example for how students could create their own literary criticism using technology and podcast format. It could be done in a group discussion and posted as audio to the class wiki.
 * **<span style="font-family: Calibri,sans-serif;">Attachment: **<span style="font-family: Calibri,sans-serif;"> N/A

**<span style="font-family: Calibri,sans-serif;">Online interactive resources **

 * <span style="font-family: Calibri,sans-serif;">Text #9: **<span style="font-family: Calibri,sans-serif;">And Now a Word from Our Sponsor: A Web Quest on Propaganda
 * **<span style="font-family: Calibri,sans-serif;">Citation: **<span style="font-family: Calibri,sans-serif;"> Matzat, C. (2000). //And Now a Word from Our Sponsor: A Web Quest on Propaganda.// Retrieved October 25, 2010 from http://www.thematzats.com/propaganda/
 * **<span style="font-family: Calibri,sans-serif;">Text Summary: **<span style="font-family: Calibri,sans-serif;"> This web quest is an in depth activity to understanding and creating propaganda. Though not directly built for //Brave New World//, it is broad enough to be associated with it.
 * **<span style="font-family: Calibri,sans-serif;">Rationale: **<span style="font-family: Calibri,sans-serif;"> I included this web quest to serve as a way to assess student’s understanding of the role propaganda plays in society and the novel. To do that, they must understand what propaganda is, and this is a great resource to do just that.
 * **<span style="font-family: Calibri,sans-serif;">Use of text: **<span style="font-family: Calibri,sans-serif;"> Could be used as an assessment or simply an exploratory reference to understanding propaganda.
 * **<span style="font-family: Calibri,sans-serif;">Attachment: **<span style="font-family: Calibri,sans-serif;"> N/A


 * <span style="font-family: Calibri,sans-serif;">Text #10: **<span style="font-family: Calibri,sans-serif;">Brave New World: A Web Quest for British Literature and Composition
 * **<span style="font-family: Calibri,sans-serif;">Citation: **<span style="font-family: Calibri,sans-serif;"> Huff, D. (2008). //Brave New World: A Web Quest for British Literature and Composition.// Retrieved October 25, 2010 from http://www.huffenglish.com/webquests/bnw.html
 * **<span style="font-family: Calibri,sans-serif;">Text Summary: **<span style="font-family: Calibri,sans-serif;"> This web quest is an activity that helps students understand utopian societies by having them create their own. It is group based and works by assigning roles to each student and having them then present their society to the rest of their class.
 * **<span style="font-family: Calibri,sans-serif;">Rationale: **<span style="font-family: Calibri,sans-serif;"> This web quest is included because it provides a great consummation of many different aspects presented //in Brave New World//, and allows students to show what they have learned perhaps at the end of the unit. It is also interactive and forces student centered learning.
 * **<span style="font-family: Calibri,sans-serif;">Use of text: **<span style="font-family: Calibri,sans-serif;"> The teacher could use this web quest as final project or assessment in order to see if the student understands the thematic elements they have been taught through the unit. The presentation aspect fosters and encourages students to improve upon their oral communication and presentation skills as well.
 * **<span style="font-family: Calibri,sans-serif;">Attachment: **<span style="font-family: Calibri,sans-serif;"> N/A

**<span style="font-family: Calibri,sans-serif;">Instructional Resources **
<span style="font-family: Calibri,sans-serif; margin-left: 0.5in;">http://www.sdcoe.k12.ca.us/score/bnw/bnwtg.html#1
 * <span style="font-family: Calibri,sans-serif;">Text #11: **//<span style="font-family: Calibri,sans-serif;">Brave New World // <span style="font-family: Calibri,sans-serif;">Activity Guide
 * **<span style="font-family: Calibri,sans-serif;">Citation: **<span style="font-family: Calibri,sans-serif;"> Moss, S. & Jewell, M. (1998). //Teacher Cyber guide Brave New World.// Retrieved October 25,2010, from
 * **<span style="font-family: Calibri,sans-serif;">Text Summary: **<span style="font-family: Calibri,sans-serif;">This site provides four different examples of essay based activities that could be used at any time within the Brave New World unit.
 * **<span style="font-family: Calibri,sans-serif;">Rationale: **<span style="font-family: Calibri,sans-serif;">I included this resource because it will help expand the teacher’s already vast options for assessment and activity’s based on the unit. They are flexible and can provide different options for students as well as reinforcement if necessary.
 * **<span style="font-family: Calibri,sans-serif;">Use of text: **<span style="font-family: Calibri,sans-serif;">The teacher could use these activities to either help reinforce particular elements learned or provide differentiated assignments to cater to other learning styles.
 * **<span style="font-family: Calibri,sans-serif;">Attachment: **<span style="font-family: Calibri,sans-serif;">N/A

<span style="font-family: Calibri,sans-serif;">Using these texts together in the classroom <span style="font-family: Calibri,sans-serif;">By introducing a set of diverse texts such as this, tackling the large themes in Brave New World will be much easier for the student. The novel will obviously play the star role in this set (since it is the primary source). If not enough paperback novels are available, the EBook will allow students to access the novel anywhere. To accommodate reading level decipherability, the movie will also allow students who have lower reading comprehension to understand the general plot and character development that takes place in Brave New World. <span style="font-family: Calibri,sans-serif; text-indent: 0.5in;">The websites, such as Huxley.net and Somaweb.org, and the video interview of Aldous Huxley, will allow the students to explore information and background knowledge on Aldous Huxley the author in a group setting. The podcast review of the book will come in handy as an example for creating their own book review podcast, or just helping the student see the perspective of another reader. The web quests will provide a solid activity for determining the students understanding of the novel (outside a traditional paper) therefore providing the teacher with a fun and interesting way to assess student knowledge.

<span style="font-family: Calibri,sans-serif;">Learning Objectives
 * Content area objective:** The student will compare and contrast the differences and similarities of Brave New World’s society to modern day society through oral presentations, opinionated essay’s, literary criticism, and technological responses. (Content standard 2, 3, and 7)


 * Reading Objective:** The Student will identify themes in Brave New World through the use of this diverse text set and activities. (Core Standard 4 and 15)

Morgan Karas Jordan I liked how you have included the movie along with the novel, I use to love looking forward to watching the movie after we finished with the book. I also think including an interview with the author is a great idea. Like you said putting a face with the writing. Your texts seem to be carefully selected and work well together in order to provide your students with alternative ways of in which to find understanding and connections.