teaching dystopian literature to a consumer class
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8/20/2019 Teaching Dystopian Literature to a Consumer Class
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Teaching Dystopian Literature to a Consumer ClassAuthor(s): Rachel WilkinsonSource: The English Journal, Vol. 99, No. 3 (Jan., 2010), pp. 22-26Published by: National Council of Teachers of EnglishStable URL: http://www.jstor.org/stable/40503477 .
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8/20/2019 Teaching Dystopian Literature to a Consumer Class
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Rachel Wilkinson
Teaching ystopian
Literatureo
a
Consumer
lass
Wilkinson eaches
BraveNew World nd
Feed to attune tudents'
sensibilities o consumerist
culture.
students
re
struggling
with
more
depression
nd
anxiety
han
ever
before. hese
are characteristic
dangers
f the consumer
lass
1.7
billion
people
worldwide
who are
character-
ized
by
diets
of
highly
processed
ood,
desire
for
bigger
houses,
more
nd
bigger
ars,
higher
evels
of
debt,
nd
lifestyles
evoted
o
the accumulation
of
non-essential
oods
Mayell).
Mindless
onsum-
erism
hreatens
hysical,
ocial,
and
psychological
health;
otal
bstinence,
n
the other
hand,
means
starvation. ow do we guide students o navigate
such
reacherous,
hifting
eas?
I
teach
dystopian
iterature,
hich
exagger-
ates
our
modern
ontext
o
thatwe can
challenge
it.
Providing
or
ts readers
glimpse
nto horri-
fying
ut
fully
possible
future,
Aldous
Huxley's
Brave
New
World
nd M. T.
Anderson's
eed how
howunrestrained
ndustry
ften
elies n
manipu-
lation
and
herd
mentality,
n
unspeakably
rim
encroachment
n
the
ndividual.
When
the
mpor-
tant
hing
s
selling
nd
buying,
he ndividual
e-
comes
nothing
more
than
consumer
or worker.
This iswhere tgetstricky: oung people ovead-
vertising,
onsuming,
ntertainment,
nd
technol-
ogy.
f
we
attack
hese
rappings
fmodern
ife,
we
risk
nurturing
efensiveness.
he
challenge
s
to
focus
n
the
dangers,
emands,
nd
opportunities
common
o
the
consumer
lass
without larm-
ism
difficult
errain o
navigate.
t's
a matter
f
human
nature,
ot stuff:
man n
using
his reason
to
create
he ultimate
ifeof
pleasure
has ceased
to
be
human
Greenblatt
7).
Dystopian
iterature
suchas Feed nd BraveNew World s to
consuming
as Frankenstein
s to
cloning
theoretical
xplora-
tion nd
warning.
Four
mportant
raits fmodern onsumerism
that
hese wo
novels ddress
re
powerful
dvertis-
ing
and
industry,
indless
onsumption
ased on
instant
ratification,
eliance n
technology,
nd
the
resulting trophy
f
anguage.
English
eachers
an
explore
these
mportant
oncepts
with their tu-
dents,
s I
explain
below.
Using
these
exts,
we can
meaningfully
iscuss
what t means o
be
responsi-
ble, aware, nowledgeable,nd moral onsumers.
Advertising
nd
Industry:
A
fantastic
denial
of
humanity
Industry
s driven
by
two
things: upply
nd de-
mand.
Huxley's
Brave
NewWorld
BNW)
explores
what
happens
when
the
supply
ide is sinister
nd
revered.God
has been
replaced
by
a
golden
dol,
Henry
ord,
who was
famously
o focused
n
profit
and
efficiency
hat
he
sacrificed
mpathy,
morality,
and the
health
nd
happiness
fhis workers.
nfor-
tunately,ursuing conomicwealth t theexpense
of
ethicalbehavior
s
today
real
occurrence,
s the
Enron
nd
Madoff candals
rove.
athers,mothers,
retirees
people
are reduced o
the roleof
dupable
consumer
s
captains
f
ndustry
hrive. ord's
most
important
ontribution
o
ndustry
s,
of
ourse,
he
production
ine.
Significantly,
he first
wo
chapters
of
BNW
take
place
entirely
n The
London
Hatchery
and
Conditioning
entrewhere the
principle
f
mass
production
is]
at
last
applied
to
biology
22
English
ournal
9.3
(2010):
22-26
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Rachel
Wilkinson
(Huxley
).
As theDirector
ays
with
certain,
us-
tified
rrogance,
What s an ndividual? . . We
can
make new
one with he
greatest
fease as
many
as
we
like
148).
This s an attack n
Henry
ord's
mass-productionodel of consumerism.ndividu-
als are not
important
members f
oving
families,
but
they
re
prized
s consumers.
While
BNW
explores upply,
eed
explores
demand.
In
Andersons
dystopia, dvertising
s
rampant.
nd
t
sells
omething
amiliar:
oolness.
Apathetic
nd oblivious
o
the
world
round
him,
the
eenaged
itusheeds
hefeed's all: Sometimes
thatmade me feel
kind of tired.
t
was like
kept
buying
hese
hings
o be
cool,
but cool was
always
flying
ust
ahead of
me,
and
I
could
never
xactly
catch
up (Anderson
79).
Nor
does
he
possess
i-
ther he kills
r
thecharactero awaken o
reality.
Consuming goods
and entertainment
s
all
he
knows o
do. School™
doesn't
help;
t's subsidized
by corporations:
Some
of
the
big
media
congloms
got
together
nd
gave
all
this
money
nd
bought
the chools
o
that ll of them ould
have
comput-
ers
and
pizza
for unch
nd
stuff,
hich
they
ave
for
ree,
nd now
we do stuff
n classes bouthow to
work
technology
nd how
to find
bargains
nd
what's he
best
way
o
get
a
job
andhowto decorate
our bedroom
110).
Because
School™
is more
aboutmarketinghan ducational ffort,cademic
rigor
s less
mportant
han
onsuming.
This
is,
again,
not
pure
fantasy.
remember
the
faculty
meeting
t
a
school where used
to
teach:
We
were asked
by
our
principal
o
drink
Coke,
whichhad
just
helpedpay
for Scoreboard
for
he football
ield.
Certainly,
e do drinkCoke:
every ay
everalmachines
rovide
undreds f af-
feinated
odas,
purchased
y
tudents
ho will find
themselves,
ust
minutes
ater,
oo
restless owork
on
a research
aper.
t's not
ust
odas.
Many
drinks
sold
in
cafeterias
xacerbate
r
perhaps
ven cause
ADD andADHD, which s linked odifficultiesn
school
Berner).
Lately,
chool cafeteria
ood has
been
n the
headlines,
riticized
or
eing
fattening
and
enervating.
houldn't
he food
help
students
concentrate?
houldn't
t
be
nutritious?
hen
what
we sell
n
schools
eads
to
hyperactivity
nd
obesity,
what
messages
do
we
send about our educational
priorities?
n
another
xample,
NCTE
has
ong
op-
posed
the inclusion f Channel
One in the
class-
room because
of the intrusions f
commercial
television
dvertising.
et
Channel
One
remains.
As
these tories
rove,
xaggerating
chools
nto
n
economic nstead
f ntellectual
marketplace
s
just
that
exaggeration,
ot fiction.
Instant
Gratification:
A
hard
master
In
BNW,
those elements
hatmost
challenge
nd
define s have
been
extirpated; urpose
s
replaced
with
hedonism,
ubstancewith
rtifice,
nd
aware-
nesswith
blivion: One believes
hings
ecause ne
has
been
onditionedo
believe
hem
Huxley
34).
The
people
are
expected
o
have whatever
hey
want,
or,
more
precisely,
want
whatever
hey
have.
They
are
happy.
ut
they
aveno
Instant
gratification
thrives on
mindlessness.
choice:
theyget
what
they
want,
nd
they
never
wantwhat
hey
an't
get.
. .
They're
o
conditioned
that
they
practically
an't
help behaving
s
they
ought
o behave
220).
That'swhat
keeps
he con-
omy
trong:
Industrial ivilization
s
only
possible
when there's o self-denial.
elf-indulgence
p
to
the
very
imits
mposed y
hygiene
nd
economics.
Otherwise,
hewheels
top turning
237).
As a
re-
sult
of
his nstant
ratification,eople
reunable o
think or
hemselves,
ecause here's o timefor
e-
flectionndnothing ut desire.
Instant
ratification
hrives
n
mindlessness.
Anderson's
ystopia
nvisions hildren nd
adults
so
fully
ooked
up
that
nformationnd advertise-
ments
pour directly
nto theirbrains.
Titus,
the
teenaged rotagonist,
s aimless nd
unintentional
in his
decisions,
waiting
for
nstructionsrom he
feed to tell
him
what to
say,
do,
and think:
[I]t
knows
everything ou
want and
hope
for,
ome-
timesbefore
ou
evenknowwhat
those
hings
re.
It
can tell
you
how to
get
them,
nd
help you
make
buying
ecisions
hat rehard.
verything
e
think
and feel s taken nbythecorporations.. all you
have o do is want
omething
nd there's chance
t
will
be
yours
48).
People
are so
dependent
n
these ransmissions
hat
ducation, wareness,
nd
languagedecay.
In
both
BNW
and
Feed,
t
s
nearly
mpossible
not to be assimilated ecause
no
space
ies between
wanting
nd
having.
There's
simply
no
time for
anything
o
deepen.Again,
his s not far
ry
rom
modern
ociety.
oncentration
s
getting
arder,
n
English
Journal 23
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Teaching
Dystopian
Literature o
a Consumer
Class
part
due to the nternet.
he BBC
recentlyeported
that urattention
pans
an be as short
s nine ec-
onds
when
we're
urfing
he
Web
( Turning ).
We
skim
rather han
ead,
whichmirrors
ow
we think:
Inthe
uiet spaces pened
upbythe ustained,n-
distracted
eading
f
a
book,
or
by
any
other ct
of
contemplation,
or
hat
matter,
we
makeour own
associations,
raw
urown nferences
nd
analogies,
foster ur
own
deas.
Deep reading
.. is indistin-
guishable
rom
eepthinking
Carr).
Not
only
re
abilities
o read and
think
hanging,
ut
how
we
interact
ith each other
s,
too. Insteadof
waiting
days,
weeks,
r
months or
etters,
e are
updated
instantly
ith ext
messages.
tudents
eceive ount-
less
updates
n rumors
nd
relationshipsvery
our
on their ellphones. askedmy uniors
how
many
times
hey
heck
heir exts
uring
chool:
I
don't
think
you
can count
t. It's
11
a.m. and I've
al-
ready
hecked
t,
ike,
20
times.
Seriously,
uring
the
day,
t's ike a million
imes.
At
least
50,
60
timesa
day
that's
not an
exaggerated
umber.
My
school,
y
the
way,
as a no cell
phone olicy.
Reliance
on
Technology:
11
An
ever intenser
boredom
In
BNW,
people
are
generally
nable to
perform
even mall asks or hemselves.hey've iven hose
tasks
to
the machines.
John
the
Savage,
however,
maintains
is
independence
nd frees
imself
rom
the
oppressivelyhoughtless
ndhedonistic
ociety.
He
cannot ssimilate.Raised
in
a world without
machines,
where ife
s
hard nd
not
alwayspretty
and
where he value of
a man s
based
on
strength,
courage,
kill,
and othercharacteristicsbsent
n
his new
home,
John
refuses he ife
of
dleness
nd
pleasure.
his
young savage
ees theweakness
n-
herent n
the
ociety
where
nothing
osts
nough
(Huxley
239).
He
seeks
meaning
nd
depth
nd
fi-
nally retreats o a place outside the decadence:
After hose weeks of
idleness
n
London,
with
nothing
o
do,
whenever e wanted
nything,
ut
to
press
switch
r
turn
handle,
t
was
pure
de-
light
to
be
doing something
hat
demanded kill
and
patience
247).
He had
atrophied
n the and
of
easy
iving.Only
his outsider
tatus
llows
him
tounderstand hat he natives
ever
o.
Reliance
on
technology
s
typical
f modern
dystopias.
n
Feed,
itus cannot
magine
ifewith-
24
January
010
out
machinery.
When
a hacker
disrupts
Titus's
transmission,
e
panics
n his freedom.
e falls
nto
a coma
and,
when
he
awakens
n the
hospital,
is
reliance
n
thefeed
s so
strong
hat
t
is
his second
orthirdmpulse oopenhiseyes.First, e tries o
get
his
bearings
rom he
feed:
Everything
n
my
head
was
quiet.
t was
fucked
Anderson
4).
He's
like a boat
without
pilot,
the ails
were
up,
and
the rudder
was, well,
whatever
udders
re,
but
there
was no
one
on board
to look
at the
horizon
(49).
The
expulsion
oes
not
ast
ong.
He is
quickly
reassimilated,
ependent
nce
again
on
his feed
or
information,
nderstanding,
nd
desire.
Again,
this s
not
merely
cience
fiction.
n
his
article Is
Making
Us
Stupid?
Nicholas
Carr
notes,
Over
he
past
few
years
've
had an
un-
comfortable
ensethat
omeone,
r
something,
as
been
tinkering
ith
my
brain,
emapping
he
neu-
ral
circuitry,eprogramming
he
memory.
. .
I'm
not
thinking
he
way
used
to
think.
he
article
cites
the evidence
hat
thought
s
being
traded
or
efficiency:
When
we read
online
.
.
,
we tend
to
become
mere
decoders f
nformation.'
ur
ability
to
interpret
ext,
o
make
the richmental
onnec-
tions
that
form
when we
read
deeply
nd
without
distraction,
emains
argely
isengaged.
We've
all
seen
ndications
hat tudents'
ives are
dominated
bytechnology.ne student aid to me years go,
when
challenged
im
to
turn ff
is
television,
If
there
were
no
TV,
whatwould
do
with
my
ime?
I'm
not
suggesting
hatwe are so
fully
ssimilated
by technology
hat we cannot
operate
without
t,
but
we
certainly
ould not
recognize
ur ives
de-
void of
t.
Atrophy
f
Language:
11
Always
diminishing
Although
NW does not
directly
ddress
anguage
entropy,eed uestions echnology'smpact n in-
dependent
thought.
George
Orwell
investigated
how
language
affects
hought
n Nineteen
ighty-
Four.
n The
Principles
f
Newspeak,
history
f
Oceania
notesthat the
expression
f unorthodox
opinions,
bove
very
ow
evel,
was
well-nigh
m-
possible.
..
It
would
have been
possible,
for
x-
ample,
to
say Big
Brother
s
ungood.
But
this
statement,
hich to
an
orthodox
ar
merely
on-
veyed
self-evident
bsurdity,
ouldnot
have
been
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Rachel
Wilkinson
sustained
y
reasoned
rgument,
ecause heneces-
sary
wordswerenot
vailable
Orwell
309;
empha-
sis
in
original).
Tve been astonished verthe
years
to earn hat
many
tudents ee
this
ype
fmalevo-
lentgovernmentalontrol s laughable comically
evil.
They
doubt
an outsideforce ould wield
this
kindof ontrol.
Theymay
be on to
something.
n
Feed,
he an-
guage
trophies
s
a result f aziness
nd
gnorance,
not
by
fiat. ike
BNWs
John
he
avage,
itus
girl-
friend iolet s not ssimilated.
he understands
hat
when
you
have hefeed
ll
your
ife,
ou're
rought
up
to not
hink bout
hings.
. .
Because
f he
feed,
we're
raising
nation f idiots.
gnorant,
elf-cen-
tered diots
Anderson
13).
One
symptom
f
Ti-
tuss
gnorance
s thathe cannot
indwords
orwhat
he
wants o
say.
As a
result,
e knows
nly
o articu-
late
whathe wants o
buy,
wear,
rwatch ecause
he
feed
s focused
olely
n
advertising,
ntertainment,
and
consumption.
onsequently,
itus both
con-
sumes nd s consumed.
Fortunately,
don't
think
anguage
entropy
happens
xactly
s Anderson
redicted.
ut
it
hap-
pens.
Writing
or
The
Atlantic,
arr
findshimself
thinking
ifferently
ecause
media
are not
just
passive
channels
f
information.
hey
supply
the
stuff
f
thought,
ut
they
lso
shape
the
process
f
thought.And what the Net seemsto be doingis
chipping
way
my capacity
or oncentration
nd
contemplation.
he
immediate
ccessof
nforma-
tion on
the
nternet
educes
he need
to seek
and
delve.
Everything
s
available:
blogs,
rticles,
ov-
els,
studyguides
all
without
rimacy
nd
with-
out
hierarchy.
n
the
Internet,
nformation o
longer
as to
wend ts
waypast
editors
nto
book
or
ournal,
o students
on't
lways
nderstand
hat
an
article
n a database
yields
more
ualitative
n-
formation
han
a
plot
summary
n
SparkNotes.
This results
n students
sking
why hey
an't
ust
read he parkNotesnstead f he ssignednovel.
concede:
f ll the tudents
re
getting
rom
eading
is
plot
and theme
and not
the subtle
forceof
beautiful
rose
they
ave
point.
For nother
x-
ample
of
language
losing power
and
reliability,
challenge
tudents
o
delete
ike
from heir
ocabu-
lary.
ome
find
t
impossible
o
speak.
They
cannot
find he
words
o
say
exactly
what
they
mean.Like
allows
themto launch
theirwords
near a
target
without ven
hoping
for
bull's-eye.
nexact,
un-
trustworthy,
nd flaccid
anguage
fails
o form nd
inform nternal
andscapes.
Approximate
ecomes
like,
good enough.
Discussion Starters
Dystopian
visions can
help
studentsdeconstruct
their
ontexts,
hich s crucialnow
more
han
ver.
Unrestrained,
he worst of
the consumer lass
habits devastate the
environment,
eter critical
thinking,
isable
anguage,
and,
ome
ay,
ontributeo
terrorism
in
developing
countries
Diamond ).
The
BBC's
documentaryhopol-
ogyhighlights
ome addi-
tional truths about our
consumerist,
leasure-seek-
ing society.
he documen-
tary
otes hat
what
we
buy
defines
how we see our-
selves,
our
lifestyles,
ur
peergroups,
nd ourmoods
The immediate ccess of
informationn the
Internet educes he need
to seek and delve.
Everythings available:
blogs,
articles, ovels,
studyguides-
all
without
rimacy
nd
without
hierarchy.
(Shah).
n a
real
way,
onsumerismffects ow we
see
and interactwiththeworld.As
educators,
we
should
help
tudents
uestion
nd
challenge
he o-
cial forces
hat
re
nforming
heir
abits, ecisions,
andpersonalities.
I
use
a
variety
fdiscussion
tarterso
get
stu-
dents
hinking
boutconsumerist
ulture efore e
read
BNW and Feed:
1
Is life
asy
for s
today?
s
it
too
easy?
2.
Give
examples
fhow
peopleescape
from
everyday
ife. s
it
necessary
o do so?
Why
or
why
not?
3. Is ournation oo focused
n consumerism?
Explain.
4. What have
you bought
hisweek?
Why?
Do
you
needthese
hings?
5. Do youownany lothes, lectronics,tc. that
you rarely
r never se?
Why?
6. Read and
respond
o
HillaryMayell's
As
Consumerism
preads,
arth
uffers,
tudy
Says.
What,
f
nything,urprised
ou?
How
might
we solve omeofthese
ssues?
Are
you
concerned?
Why
or
why
not?
During
he
reading,
bring
n
current
ongs
r
satiric
mock ds from dbusters
agazine
o ensure
that lassdiscussionsre
ively;
elevision
rograms,
English
ournal 25
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8/20/2019 Teaching Dystopian Literature to a Consumer Class
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Teaching Dystopian
Literature
o a Consumer Class
such as
Family
Guy
and The
Simpsons,
hich
will
need to be
previewed
or
ppropriate
ontent;
nd
documentaries,
uch s
Super
ize Meand The
Corpo-
ration. o
me,
this
s more
than
ust
pedagogy,
o
I've also started dailycarbonemissionswebsite
with a
blog
that ddresses
onsumernd environ-
mental ssues
http://www.salamanderpoints.com).
I
also
assign
meaningful
ritings:
Walk
out-
side
at
night
owatch the starsfor
n
hour;
write
about
t. Walk around
he
mall and
people-watch;
don't
buy
anything.
earn bout
propaganda
ech-
niques
and
analyze
ommercials;
hat are
they
e-
ally selling?
The
list is almost
endless,
but the
important
hing
s
to
identify
hallenges
nd look
for olutions
o life
n
the consumer
lass.
Do
not
simply
ondemnmodern
ife. tudents
re
eager
o
make n
impact;
we should all on them
o act.
be
savior.
or
his
part,
Anderson
ntroduced
is
YA
satire
with he
poem
Anthem
or t.
Cecilia's
Day
from
W.
H.
Auden
that
speaks
adly
of
children,
so
gay
against
the
greater
ilences
/ Of
dreadful
thingsyoudid ... Bothauthorswarnus against
ourselves.
Ultimately,
s
teachers,
e must
model
for tudents
ivesthat
re not
merely
atiated
but
wildly
meaningful.
Works Cited
Anderson,
. T. Feed.
002.
Cambridge:
andlewick,
004.
Print.
Berner,
aren.
ADHD:
7
Suspect
Food
Additives.
The
Daily
Green.
2
Sept.
2007.
Web.
4
Oct.
2008.
<
ht
p:
/
ww. hedai
ygreen
om/heal
hy-eat
ng/eat
-safe/639O>.
Carr,
Nicholas.
Is
Making
Us
Stupid?
he
Atlan-
tic.July/Aug.008. Web. 27 Mar.2009. <http://
www.theatlantic.com/doc/200807/google>.
Diamond,
ared.
What's
our
Consumption
actor?
ew
York imes.
Jan.
2008.
Web.
6
Jan.
2008.
<http://
www.nytimes.com/2008/01/02/opinion/02diamond
.html?_r=
&oref=slogin&pagewanted=all>
Greenblatt,
Stephen
Jay.
Three
Modern Satirists:
Waugh,
Orwellnd
Huxley.
ondon:
ale
UP,
1965.
75-117.
Print.
Huxley,
ldous. rave ew
World
932.
New
York:
Harper,
1998.
Print.
Mayell,
Hillary.
As Consumerism
preads,
arth
uffers,
Study
ays.
National
eographic.
2
Jan.
004.
Web.
31
Mar.
2009.
<http://news.nationalgeographic.com/
news/2004/01/01
1_0401
_consumerism.html
.
Montagu,Ashley. ntroduction,raveNew World. y
Aldous
Huxlev.
Avon:
Cardavon,
974.
Print.
NCTE. NCTE
Position
Statement:
esolution
n Ad-
vertising
n the Classroom.
992.
Web.
24
Mar.
2009.
<http://www.ncte.org/positions/statements/
advertisingclassroom>
Orwell,
George.
The
Principles
f
Newspeak.
Nineteen
Eighty
our.
949.
New
York:
ignet,
977.
Print.
Shah,
Anup.
Creating
he
Consumer.
Global
ssues.
4
May
2003.
Web.
30
Mar.
2009.
<http://www.global
issues.org/article/236/creating-the-consumer>.
Turning
nto
Digital
Goldfish.
BCNews.
2 Feb.
2002.
Web.
31
Mar.
2009.
<http://news.bbc.co.uk/2/hi/
science/nature/
34682
stm
Conclusion
Teaching
BNW and Feed s
my
favorite
art
of
the
year
ecause
get
a
chance
o
talk o
students
bout
their eal ives
nd how
they
an
make
meaningful
changes.
These
dystopias
re
not
just
science
fic-
tion;
Huxley
was
a
satirist,
nd he took
eriously
is
duty
of
reflecting
he
flaws nd
imperfections
f
a
society
eset
by
ndustrialization.
n
his
biography
ofHuxley, tephenJayGreenblattwrote hat the
novel is
primarily
oncerned
ot
with
what will
happen
n
the
future ut
what s
happening
oman-
kindnow
(96).
Huxley
was
attacking present,
immediate
anger
of
overdependence
n technol-
ogy
and consumerism
n
the
hope
that
by
height-
ening
ur
wareness
f hedemonic
ircles
n
which
we
ourselves re
trapped
Greenblatt
17),
we
can
become more
fully
human.
He felt he
was
only
moralwhen
he wrote
Montagu
vi),
attacking
oci-
ety's
ices
nd
paths
with
he enderness
f would-
26
January
2010
Rachel Wilkinson ¡s a teacherat LoyolaBlakefieldHighSchool and at theUniversityfMaryland-Baltimoreounty. he also
blogs regularly
bout
sustainability,
onsumerism,
nd
the new local
movement
on
salamanderpoints.com.
he
may
be reached
at
READWRITETHINK CONNECTION
Lisa
Storm
inkr
WT
Decoding
The
Matrix:
Exploring
ystopian
haracteristics
hrough
ilm urther
xplores
ystopian
works.
At ts ore The Matrix
s a
dystopian
work
with
many
f the same
characteristics
ound
n
dystopian
ovels uch
as Fahrenheit
51, 1984,
and
BraveNew
World.
n this
esson,
tudents
re
introduced
o thedefinition
nd
characteristicsf a
dystopian
work
by
watching
ideo
clips
from
he
Matrix nd other
ystopian
ilms,
ttp://
www.readwritethink.org/lessons/lesson_view.asp?id=926
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