Representing People and Politics Unit of Work

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Lessons or Sessions
Units of learning have been called 'sessions' because it is

recognised that lesson length and pattern of learning may differ
for student need. Teachers may split the sessions into separate
lessons or conflate them into one to suit the skills and needs of
their students. Sessions can also be added to or extended
Concept Map:
Engaging with Representation in text

through:
1. Defining derivation of politics POLITICS
2. Mapping key ideas and important quotes
whilst reading
IDEAS
3. Assessing initial understanding of key ideas
in Prescribed Text
TEXT
4. Engaging with and develop understanding
of Rubric Language
RUBRIC
5. Exploring nature of representation?
Representati
6. Explaining how representation ison
Elective 1: Representing People

understood?
7. Motivation
Reflecting upon political motivations and their
and impact
Politics
in a broad context through research
8. Appreciating Huxleys purpose throughImpact

understanding his life pre and post Brave New World
9. Analysing Brave New World using language

Purposeof
the rubric, knowledge of Politics and understanding of
Huxleys motivations
Analysis
10. Transferring these skills into exploring Module C
through related material from different media
Media
11. Using understanding of rubric and analysis of
prescribed text and related material to compose extended
responses evaluating how and why composers represent
people and politics through different media.
Evaluation
Session One: Preparation
Outcomes: 1.2, 1.3, 3.2, 6.1, 8.1, 13.1, 13.2
Teaching and
The prescribed text:
Learning
activities/descriptio Issue the novel Brave New World for students to read prior to
n: the teaching and learning of the unit.
An online version of the text can be found by clicking the link

below:
https://archive.org/stream/ost-english-
brave_new_world_aldous_huxley/Brave_New_World_Aldous_Huxley_djvu
.txt
Initial Research Comprehension and Understanding
Students complete independent research to assist in their

understanding of context. Students are guided to explore
through reading and viewing:
- defining derivations of politics
- key ideas explored in Huxleys Brave New World
Second Reading log and study questions:
Students are given a reading log to keep a record of relevant

textual moments during their second reading. They maintain
this reading log as they read the novel. This will be used to
inform their discussion of concepts and the text as the unit
evolves.
Brave New World chapter questions:
Students are provided with a Topic Test based on select questions

from the chapter questions sheet One question per chapter. To
assess their comprehension of the ideas and issues in the novel.
Class Discussion: To promote thinking around the key ideas in

the text the class discuss the following questions to explore their
understanding of the text within the context and vocabulary of
people and politics:
Is this a utopia or a dystopia?
What is happiness?
What should be the goal of any society?
What would you be willing to give up for world peace, an end to
poverty, hunger?
Which aspects of Brave New World do you like and would like to
see implemented in our own society?
Resources Aldous Huxleys Brave New World

Reading Log Scaffold
Chapter and discussion Questions
Vocabulary See rubric language.
QTF L, M, E, SS, I
Reflection
Registration: Sign Date
Reading Log
Chapter & Issue / event/ Techniqu Quote and Links elective

Page concept / context e examples and/or module
Brave New World - Chapter Study Questions
Chapter 1
1. In what way is Huxley trying to position his reader with his descriptions of the setting in the opening
passage?
2. What is the meaning of the World States motto COMMUNITY, IDENTITY, STABILITY? What do you
think are the values of a functioning society?
3. What are your initial impression of the people and the politics of Brave New World from this first
chapter?
Chapter 2
1. What are the pros and cons of social conditioning? Can you think of examples where we might be
conditioned our own society?
2. What do you think the consequences might be if we had no understanding of history?
3. What are the pros and cons of a classless society?
Chapter 3
1. How is our world depicted? How do we get from here to there?
2. Why are strong emotions dangerous? Family relationships? Romance? Religion? Art? Culture?
3. What are your first impressions of Mustapha, Lenina and Bernard?
4. What contributes to social stability in this speculative setting? Do you think this is a plausible evolution
of our own context?
Chapter 4
1. How does Bernard see himself? Why is he the way he is and what does he want?
2. How does Lenina represent the politics of her context?
3. Why is Helmholtz the way he is? What does he want? How is he different from Bernard?
Chapter 5
1. Do Lenina and Henry represent values evident in our own world? Where do you see these values
played out? Do you think they are a positive or negative influence?
2. What are the solidarity services like? What role do they play? How does Bernard fit? Do you think
other might feel the same way as Bernard? Why would they pretend to fit in? Can you think where this
might occur in our own world?
Chapter 6
1. Why is would being alone be discouraged by a government?
2. What are Bernards views on freedom? How are Leninas different?
3. What is the significance of the Directors story?
4. Do the descriptions of the reservation, Malpais, remind you of a real environment in our time?
Chapter 7
1. How does Huxley describe the people that live on the reservation? What do you think he is trying to
make his audience consider?
2. How is John Savage different? What does he want? How does he respond to Lenina?
3. What is Lindas story? What has her life been like here? How does Lenina react to her?
Chapter 8
1. What social positions do Linda and John hold in Malpais? Why do you think this is the case?
2. What does John learn from Shakespeare? How does he relate to Hamlet? The Tempest? What point
do you think Huxley is trying to make here?
3. What does it mean to discover Time and Death and God?
Chapter 9
1, Why does Mustapha Mond agree to the plan?
2. What happens when John watches Lenina sleep? What does he think or feel?
Chapter 10
1. Why is unorthodoxy worse than murder?
2. How does Linda act in the hatchery? How does the DHC react? The spectators? How do you think
Huxley intended his audience to feel about Linda and the DHC?
Chapter 11
1. Why does John become popular, but not Linda?
2. How does Bernards life change? How does he react? What does this tell us about Bernard and what
do you think Huxley was trying to show his readers about the nature of power and social acceptance?
3. What does John think of the caste system? Of the clones? How does he use The Tempest now?
4. What do we learn about the reservations at Eton? What is Johns perspective? Which perspective to
agree with?
Chapter 12
1. Why does John decide not to come to Bernards party? What does this mean for Bernard?
2. John reads Shakespeare again. What is Huxley trying to show us?
3. What role does Mustapha Mond play as a censor? Why does he do it? What does he censor? What
does he really want?
4. Why is Helmholtz in trouble with the authorities? What has he done that is dangerous, and why is it
dangerous? Why did he do it? What does he want?
5. What does Helmholtz think of Shakespeare? Romeo and Juliet?
6. What does Helmholtz think is necessary for good writing?
7. What does this chapter tell us about the nature of literature, individualism and power?
Chapter 13
1. How do John and Lenina react to each other? What do they expect from each other and why are they
disappointed?
3. In light of this chapter do you think there needs to be some level of social conditioning to make a
society function?
Chapter 14
1. What memories flood over John as he stands before his mother? Why these particular memories?
What are his memories of the other place? What role does memory play in civilization? Think back to
the earlier ideas about history.
Chapter 15
1. The title phrase recurs here. How is it used differently and what does it mean now?
2. Why does John think Soma is poison?
3. What is Johns conception of slavery, freedom, manhood and liberty?
4. What does this chapter tell us about Huxleys views on people and politics?
Chapter 16
1. How would you describe Bernards behavior in this chapter? Why does he act this way?
2. Why doesnt John like civilization?
3. Why does Mond say old and beautiful things are forbidden?
4. What does Mond say is the role of liberty, happiness, stability, truth and beauty?
5. How does Mond explain the caste system? Do you think such social structures are necessary?
6. What would happen with an entire society of Alphas?
7. Why must science and progress be constrained? Do you agree?
8. What choice did Mond make as a young physicist? Why? What is his real position?
9. Why does Helmholtz make the choice he makes?
Chapter 17
1. Why does Mond want to talk with John alone? What do they talk about?
2. What is the significance of their discussion of religion? What does John argue religion can give to
civilization? Why does Mond argue that it is unnecessary and potentially dangerous?
3. What does Mond believe is the role of God? How is it related to the self?
4. What role does solitude play in spirituality?
5. How does John argue that the civilized man has been degraded? From what and to what?
6. What are your conceptions of the roles of self-denial, chastity, nobility, and heroism? What would John
or Mond say?
7. What role does Mond say soma plays in this? What is an opiate of the masses?
8. What does it mean, to suffer the sling and arrows of outrageous fortune or oppose them?
9. What does John mean by saying that nothing in civilization costs enough?
10. In saying no to civilization, what does John say yes to? Would you make the same decision?
Chapter 18
1. How does John purify himself?
2. Where does he go, and what does he plan to do there?
3. Does this represent a healthy alternative from society?
4. Why the self-flagellation?
5. What are his thoughts of Lenina?
6. What makes the film so popular back in London?
7. What does Lenina want? What does John think she wants?
8. How does the crowd respond? What happens that evening? What becomes of Lenina?
9. What is Johns decision? Why does he make it? Were there alternatives?
Session Two: Understanding Representation

Outcomes: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 5.1, 5.4,
8.1
Teaching and Assessment
Learning - Hand out assessment task and discuss requirements
activities/descri The Concept Map and The Rubric:
Concept mind map:
ption:
Read the rubric in pairs and then in pairs create a set of mind
maps to share with the class:
Related material:
At this stage teachers o Mind map what politics means to the students.
may wish to encourage
o Mind map in the same manner people's relationship
students to start looking
with politics.
for related material. As a
class brainstorm texts
ICT option: have students develop a mind
they can think of at this
map on: examtime.comHere students can collaborate,
stage that link to the
share and visualise their ideas and create engaging
concepts of the unit.
presentations.
Teachers should provide
guidance about the form
and content of related BOS rubric:
material. Photocopy page 20 from the Prescriptions Booklet - Elective
1: Representing Politics and People.
Discuss with the whole class what students think the unit is
about. Provide opportunity for students to ask questions,
make comments, and add to their understanding of the
concept people and politics.
Students and teacher underline/highlight the key terms of

the elective
Representation Viewing, Discussion and Activities:

- Explore representation skills required for assessment
task and concept driving module C representation
and text through representation power point viewing
and activities
Resources Assessment Task
Brave New World - Book cover examples
Google Slides:
https://sites.google.com/site/hscamodcbraveneww
orld/teaching-and-learning#TOC-Session-4---
Understanding-Representation
Vocabulary See Rubric: Explore, Representation (event,
personality, situation), medium, form, perspective,
language, meaning, media, presentation, ideas,
versions, perspectives, audiences, purposes,
evaluate, people, politics, individual, shared,
competing, motivations, actions, impact, acts, lives,
society, influences, shapes meaning
QTF IT, L, M, PK, BK, C
Reflection
Module C: Representation and Text

This module requires students to explore various representations of events, personalities or situations.
They evaluate how medium of production, textual form, perspective and choice of language influence
meaning. The study develops students understanding of the relationships between representation and
meaning.
Each elective in this module requires the study of one prescribed text offering a representation of an
event, personality or situation. Students are also required to supplement this study with texts of their own
choosing which provide a variety of representations of that event, personality or situation. These texts
are to be drawn from a variety of sources, in a range of genres and media.
Students explore the ways in which different media present information and ideas to understand how
various textual forms and their media of production offer different versions and perspectives for a range
of audiences and purposes.
Students develop a range of imaginative, interpretive and analytical compositions that relate to different
forms and media of representation. These compositions may be realised in a variety of forms and media.
Elective 1: Representing People and Politics

In this elective, students explore and evaluate various representations of people and politics in their
prescribed text and other related texts of their own choosing. They consider the ways in which texts
represent individual, shared or competing political perspectives, ideas, events or situations. Students
analyse representations of peoples political motivations and actions, as well as the impact political acts
may have on individual lives or society more broadly. In their responding and composing, students
develop their understanding of how the relationship between various textual forms, media of production
and language choices influences and shapes meaning.
RELATED TEXT SUGGESTIONS:
Text Type: Composer Text(s) Source
Short Film: Taveares, Kibwe Robots of Brixton https://www.shortoftheweek.co
m/2011/06/28/robots-of-
brixton/
Media segment: Sammy Js Playground Politics ABC and iview
John Clarke and Clarke and Dawe
Recommendation: Bryan Dawe
use a single
episode
Television Series Beau Willimon House of Cards Netflix and DVD
ABC The Chasers Election iview
Recommendation: Desk
use a single SundanceTV, ABC Cleverman iview
episode AMC Mad Men Netflix and DVD
Documentary ABC The Killing Season http://www.abc.net.au/news/20
15-06-05/the-killing-season-
full-episode-one-1-sarah-
ferguson/6532880
Visual Text: Pawel Kuczynski Satirical Illustrations http://www.boredpanda.com/sa
tirical-illustrations-pawel-
kuczynski/
Leunig Illustrations http://www.leunig.com.au/ima
ges/recent-cartoons/if-w.jpg
War and propaganda posters
Sydney Morning Herald Editorial Cartoons
Picasso Guernica http://www.pablopicasso.org/g
uernica.jsp
Picture Armin Greder, The Island
Books/Illustrated 'Australia to Z'
Parables John Marsden The Rabbits
Moore, Alan and V for Vendetta
Lloyd, David
Moore, Alan; Lloyd, The Watchmen
David and Gibbons,
Dave
Dr. Seuss "Yertle The Turtle"
Olivier Tallec Louis I, King of the Sheep
Film: Phillip Noyce Rabbit Proof Fence
Tate Taylor The Help
Prose: Margaret Atwood The Handmaids Tale
George Orwell Animal Farm
Poetry Percy Shelley "The Masque of Anarchy" http://www.poetsgraves.co.uk/
Classic
%20Poems/Shelley/the_mask_
of_anarchy.htm
Maya Angelou Suite of Poetry http://www.poemhunter.com/m
aya-angelou/poems/
Non Fiction: Tim Winton Some Thoughts about https://www.themonthly.com.a
- Essay Class in Australia: C Word u/issue/2013/december/138581
6400/tim-winton/c-word
- Speech Stan Grant Speech at the IQ2 Racism https://www.facebook.com/eth
Debate icscentre/videos/11693538764
08952/
Session Three: Exploration of the elective

Outcomes: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.3, 5.1, 5.2, 5.3, 5.4, 6.3, 7.1, 7.2,
8.3, 8.5
Teaching and 1) Research Task:

Research how politics has been understood by various thinkers
Learning and traditions? Focus on:
activities/descripti
on: Aristotle
Plato
Machiavelli
Arendt
Use worksheet to guide response. Fact Sheets and ideas

can be shared as a whole class discussion.
2) Discussion questions:
The following questions can be used as the stimulus for a whole

class discussion that serves as an introduction to some of the
ideas that are explored in the novel. Reflect on the ideas from the
rubric such as of peoples political motivations and actions
and the impact political acts may have on individual lives or
society more broadly. This introductory discussion will
encourage the students to see the significance of this study and
create engagement by drawing on their background and cultural
knowledge
3) Vocabulary List
Use the Metalanguage word bank throughout the unit to support discussion of
texts and ideas.
Activity: Students highlight words/concepts they need support to understand.

Then create a whole class list of difficult concepts. Teacher allocates words
and concepts to individuals to research. Findings are then then present
findings of research to the class (homework task)
Discussion Questions:
Do you think within our context that people are politically aware and
active?
Do the majority of Australian citizens really understand election

issues?
During election campaigns is it the policies that influence the people

or are we swayed by appealing political slogans and emotionally
charged words?
We live in a media saturated society; consider to what extent you

believe the television image of political leader's influences the
voters?
Within Australia today do we actively participate in protests about

important issues? How widespread is the participation?
Discuss what the implications of a society that did not protest would
be? How important are political activists in the community?
Can you think of current trends that are designed to manipulate

people's attitudes? Does this manipulation rely on any specific
forms of social conditioning?
Predict what you think some of the future dangers of social

conditioning might be? How does this link to politics?
If time/as additional or differentiated learning opportunity:
2) ICT multi modal representation task:
Students create 3 minute multi modal representations that demonstrates

their understanding of :
individual, shared or competing political perspectives
peoples political motivations and actions
impact political acts may have on individual lives or society
Students will need to select a political issue that concerns them. It can be
regional, national or global issue. Teachers could encourage students to c
webpage using Google Page Creator, Microsoft Photostory 3 or Windows
These programs allow students to create a text that incorporates a variety
modes of communication.
Students will consider how their political issue could be represented using
of visuals and sounds. Students then compose a text representing their is
modal text must cover the perspective, the motivation and action, and t
consequences on others. Student may also wish to link their theory resea
above task into their work.
Students should then present their political representation to the class. Fe

be via a class discussion about the language choices made by the studen
has affected meaning.
Planning scaffold and reflection sheet below

Resources - People and politics research worksheet
- Metalanguage sheet
- Politics and people discussion questions
- If necessary multimedia presentation
preparation sheet and evaluation sheet
Vocabulary See metalanguage sheet and rubric terms
QTF IT, L, M, HOT, BK, CK, N
Reflection
Perspectives on Politics - Research Task
Focus Question:
How has politics been understood by various thinkers and traditions?
Focus your research on:
Aristotle
Plato
Machiavelli
Arendt
Create an A4 Fact Sheet for each theorist.

Include:
a brief outline of their context
their political experience
their politcial view/perspective
what has been their political imapct on others and the wider world
how do you interpret the meaning of their quote (above) in light of your research.
Session Four: Huxleys Context

Outcomes: 1.1, 1.2, 1.3, 2.3, 3.3, 4.3, 5.2, 5.3, 6.3, 8.3
Teaching and
Students read Atwood and Bradshaws introductions/Essays
Learning
on Huxley and Brave New World
activities/descriptio
n: Digital copy of Atwoods piece:
www.theguardian.com/books/2007/nov17/classics.margaretat
wood
Students then highlight statements of Huxleys

intent/purpose/motivation and write these phrases into the
boxes on the appreciating how worksheet.
Students work in pairs to find quotes that support these

statements of intent, as evidence. Recommend students
complete this activity again personally with further statements
of intent, purpose and motivation that they find whilst exploring
Huxleys own reflections in lesson content below.
Aldous Huxley himself said in 1956:
Brave New World is a fantastic parable about the dehumanisation

of human beings. In the negative world described in my story, man
has been subordinated to his own inventions.' In the 20th century,
science, technology, politics and social organisations have ceased
serving man; they have instead become his masters.
Discussion Activity:
Teacher led discussion about the ideas raised in above quote.

Consider notions of dehumanisation and subordination. Reflect
on and discuss ideas raised from earlier activities that have
focused on the role of politics and governments and their role
in serving and guiding the people. Discuss how this contradicts
with Huxleys warning about politicshave ceased serving
man; they have instead become his masters.
Viewing Activity:
Students watch the following short film on YouTube:
Aldous Huxley interview-1958 (FULL)
Activity - response to the film:
Jot down 3 or 4 key ideas from this film that relate to

ideas of politics and people that you have been

discussing in class.
Write a paragraph that outlines what Huxley believes

the enemies of freedom to be.
Why does Huxley believe that democracy and politics is

in danger of becoming a popularity contest?
How does this erode the political system?
Imagine you are the interviewer, what other questions

would you ask Huxley? Or Imagine you are a political
writer and you are writing an editorial that addresses
why/how Huxleys ideas are still relevant in
contemporary politics.
Handout Resource 'Texts and Contexts' and discuss the

significance of context within the study of English: Texts and
Context
Individual Research:
Students will then research the life and times of Aldous Huxley
and compose a report (approx. 500 words) about the context
in which Brave new World was composed. You may want to
consider the following:
When Brave New World was first published in 1932, the

world was plunged into depression, fascism was on the rise
in Western Europe, and Marxism appealed to increasing
numbers of intellectuals in Europe and America. What were
Huxleys views about these issues?
What did Huxley believe were the enemies of freedom?
How does Huxleys novel comment on issues that he felt

were prevalent within his context?
ICT option: Students may wish to compose a PPT or Prezi to present

their research findings.
Resources Huxley quote and Video

Text and Context worksheet
Appreciating How Worksheet
Vocabulary
QTF IT, L, DK, DU, HOT, M, SC, HE
Reflection

APPRECIATING
HOW HUXLEYS PERSPECTIVE ON
PEOPLE AND POLITICS IS REPRESENTED
THROUGH DISTINCT TECHNIQUES
Intent:
Quote: Technique:
Intent:
Quote: Technique:
Intent:
Quote: Technique:
Intent:
Quote: Technique:
Intent:
Quote: Technique:
Session Five: form/genre/style
Outcomes: 2.1, 2.2, 2.3, 3.1, 3.2, 3.4, 5.1, 7.1 1.1, 1.2, 1.4, 3.3, 4.3, 5.1, 6.3, 7.1, 8.5
Teaching and Science Fiction:
Learning
Teacher directed reading of notes / discussion on what is
activities/descri science fiction.
ption:
Use the mind map below to encourage students to identify examples
of the science fiction genre in Brave New World expanding out from
the subheadings: technology, biological alterations, science, symbolic
characters, setting and ethical issues
Utopias and Dystopias:
Teacher directed notes / discussion on dystopias.
Dystopian Literature Prezi - students can watch the prezi

that can be found by clicking on the following links:
- https://prezi.com/ixrnzojjcuyp/dystopian-literature/
- https://prezi.com/t2bcxcfado3w/dystopian-literature/
OR
- http://prezi.com/bhwna5mgeihw/?
utm_campaign=share&utm_medium=copy&rc=ex0share
This will provide some further thinking for them, link to literature they
have already read or offer suggestions for related material. Students
should take notes on the key ideas presented.
Mindmap: Create a mind map that identifies the different dystopian

features you recognise in Brave New World. You could create and
collaborate your mind map on examtime.com
Imaginative Writing: What would it take for your world to become a

dystopian world? Brainstorm what you consider might be a
dystopian society for you. Use your brainstorm ideas to write the
opening of a narrative that focuses on a character in a dystopian
setting.
Satire:
Teacher directed notes / discussion on what is satire - see

resources
Techniques of satire - glossary
Mix and Match activity

Satire in Brave New World - as a class discuss examples of

satire from the novel and complete the summary table.
Style:
Teacher directed notes / discussion on style - see resources
Analysis Scaffold
500 word extended response.
Resources - Brave new world science fiction text

- Utopias and dystopias in brave new world
- Satire
- Style
- Extended response
- Glossary and glossary mix and match
Vocabulary
QTF M, IT, L, SC, KI, C
Reflection

Satir
Satire is a sort of glass, wherein beholders do generally discover everybody's face but their own
- Jonathan Swift
Satire is a lesson, parody is a game - Vladimir Nabokov
Satire is moral outrage transformed into comic art - Philip Milton Roth
Abrams Glossary of Literary Terms defines satire as the literary art of diminishing a subject
by making it ridiculous and evoking toward it attitudes of amusement, contempt, scorn, or
indignation. Satire is usually considered a justifiable means of correcting human vice or folly.
Satire often uses laughter as a weapon against something that exists outside the work itself.
The target of the satire may be an individual, a type of person, a class, an institution, a nation,
or the entire human race.
J.A. Cuddons Dictionary of Literary Terms and Literary Theory, states that the satirist is the
self-appointed guardian of standards, ideals, and truth, and he is one who has high moral and
aesthetic values. He is a man who takes it upon himself to correct, censure, and ridicule the
follies and vices of society.
SATIRE IN BRAVE NEW WORLD
Some issues Huxley satirises in Brave New World:
Religion
Mass production
Consumerism
Drug use / mental health
Political regimes
Biological engineering
Information control
Psychology
Style
Language Features and Representation in Brave New World
Huxleys novel is a dystopian satirical fantasy set in a paradoxical milieu. Initially, there is a superficial
attraction to this world that is devoid of war and conflict where disease has been eradicated and all
members of society enjoy financial and social security. However, as the novel progresses it becomes
clear that this utopian world that has been politically and scientifically engineered relies on all members
of society conforming to a preordained pattern. Huxleys linear narrative structure focuses on highlighting
the social context and the political organisation of this chilling world.
1. The people have become easy to control and have lost their humanity and they behave like aphids and
ants. Find examples from the novel that highlight how Huxley uses the voice and perspective of the
Savage, to highlight that this political regime and society are in fact repugnant and abhorrent.
2. How do the use of slogans and dictums by Huxley, such as Community, Identity, Stability serve as
confronting ironic parodies? Do you think that these are methods that future political regimes might
embrace? Give reasons for your stance.
3. The realism of the setting is created with references to well know London landmarks. Give three
examples of these landmarks and comment on how this creates a sense of verisimilitude.
4. Huxley uses the juxtaposition of setting to highlight important social messages. What are some of these
social messages?
5. Explain how these polarised locations of the cold, sterile and sanitised London and the dirty, harsh and
raw Savage Reservation are created using sensory and figurative language devices.
6. Huxleys use of intertexual and historical references symbolically explore the issues of conformity,
control, freedom and politics. Create a mind map of the intertextual and historical references used in the
novel.
7. The use of binary oppositions through the novel highlights the ways that the values of contemporary
society have been reversed and parodied in this brave new world.
Complete the following table with specific evaluations about what this mocking of social
structures highlights readers to consider about the impact of political regimes on people.
Integrate quotes within your evaluations.
Contemporary Evaluate what this suggests about the pervasive aspect of totalitarian political
Social Structures policies on the lives of the people.
Motherhood This repulsion of characters towards contemporary social structures such as motherhood,
viviparous motherThat smutty word, is shocking and challenges readers to consider
the impact of future governments to brainwash its people. The role of motherhood is
valued highly in our world and the eradication in Brave New World has occurred do the a
government that has centralised power and is able to rule through propaganda and
persuasion.
Home an understerilized prison; darkness, disease, and smells
Family
Religion
Monogamous
Relationships
Extended Response
Write a 500 word response that engages with the following statement:
The irony of the novel centres on the fact that due to the excessive level of social
conditioning that any hope of revolution, change or modification from the people is
impossible.
Glossary Mix and Match
Cut up the table so that students need to find the right meanings to the term.
Amplification: the repetition of a word or expression while adding more

detail to it, in order to emphasise what might otherwise be
passed over.
Anticlimax: a drop in importance or tone where one would expect a
climax to be.
Antithesis: a figure of speech with strongly contrasting words or ideas.
Good is the antithesis of evil. Example: The little, big man.
Or: And wretches hang that jurymen may dine.
Bathos: going quickly from the sublime or serious to the ridiculous or
to over-sentimentalisation.
Burlesque: a composition which derives its humour from exaggerated
imitation of a more serious work. A persons action may be
burlesqued.
Caricature: a persons features may be caricatured. Caricature in art or
in literature is an exaggerated representation of a character,
a cartoon-like portrait.
Climax the arrangement of words, clauses, or sentences in the order
(gradatio): of increasing importance, weight, or emphasis. amount of
discussion on each point, parallelism is not essential.
Exaggeration Exaggeration by saying more than you mean to say. A
(overstatement or deliberate form of exaggeration to produce humour.
hyperbole):
Hyperbole: a deliberate exaggeration. To create a humorous effect,
hyperbole is usually distorted to such an extreme that it is
ridiculous.
Innuendo: a form of irony in which something derogatory is implied.
Irony: divided into three typesverbal, situational, and dramatic.
Verbal irony is a figure of speech in which the implied meaning of a
statement is the opposite of its literal or obvious meaning.
Eg. using cute to mean the opposite of cute.
Situational irony occurs when the outcome of a work of fiction is opposite
from the ending that the author has been leading toward.
Dramatic irony occurs when a character is kept ignorant of facts revealed to
the audience; thus, his or her words and actions will have
another level of meaning for the audience.
Invective: harsh, abusive language directed against a person or cause.
Lampoon: a sharp, often virulent satire directed against a person, a
social institution, or the government. To get an idea of the
harshness of the ridicule, think of the homonym harpoon.
Mockery: imitation with the purpose of making fun of the original. Ex
Mock heroic: Imitation of a literary epic and its style by exaggeration and
distortion and by elevating the trivial to a level higher than it
deserves.
Oxymoron: a figure of speech in which the idea expressed is two
contradictory terms in two words which are joined. Example:
living death, sad joy, wise fool, eloquent silence, military
intelligence.
Paradox: a statement which, because of its contradictory nature,
seems absurd, but which really is well founded. Eg: Nature
often shows her strangeness in her sameness.
Parody: a mocking imitation of a known person, literary work, movie,
or event.
Pun: a play on words for comic effect involving the use of one of
the following:
words which sound similar but differ in meaning, e.g. collar
and color
words with two of more meanings, e.g. buck (male deer and
dollar bill)
words which sound exactly the same but differ in meaning,
e.g. son and sun
Reductio ad a method of argument, which carries to an extreme, but

absurdum: logical conclusion some general idea. For example, the
more sleep one gets the healthier one is: therefore,
someone who has sleeping sickness and sleeps for months
or someone in a coma is really in the best of health.
Sarcasm: Using praise to personally mock someone; the word comes
from the
Understatement: Implying the opposite by saying less than you mean to say.
A form of irony in which we play down the concept to
produce humour.
Zeugma: the use of a verb with two wildly different direct objects for a
humorous effect. Eg. from Alexander Popes The Rape of the
Lock, Belinda is concerned that she might stain her honor or
her new brocade.
Satirical Techniques - Glossary

Amplification: the repetition of a word or expression while adding more detail to it, in order to
emphasise what might otherwise be passed over.
Anticlimax: a drop in importance or tone where one would expect a climax to be.
Antithesis: a figure of speech with strongly contrasting words or ideas. Good is the antithesis of
evil. Example: The little, big man. Or: And wretches hang that jurymen may dine.
Bathos: going quickly from the sublime or serious to the ridiculous or to over-sentimentalisation.
Burlesque: a composition which derives its humour from exaggerated imitation of a more
serious work. A persons action may be burlesqued.
Caricature: a persons features may be caricatured. Caricature in art or in literature is an
exaggerated representation of a character, a cartoon-like portrait.
Climax (gradatio): the arrangement of words, clauses, or sentences in the order of increasing
importance, weight, or emphasis. amount of discussion on each point, parallelism is not
essential.
Exaggeration (overstatement or hyperbole): Exaggeration by saying more than you mean to
say. A deliberate form of exaggeration to produce humour.
Hyperbole: a deliberate exaggeration. To create a humorous effect, hyperbole is usually
distorted to such an extreme that it is ridiculous.
Innuendo: a form of irony in which something derogatory is implied.
Irony: divided into three typesverbal, situational, and dramatic.
o Verbal irony is a figure of speech in which the implied meaning of a statement is the
opposite of its literal or obvious meaning. Eg. using cute to mean the opposite of cute.
o Situational irony occurs when the outcome of a work of fiction is opposite from the
ending that the author has been leading toward.
o Dramatic irony occurs when a character is kept ignorant of facts revealed to the
audience; thus, his or her words and actions will have another level of meaning for the
audience.
Invective: harsh, abusive language directed against a person or cause.
Lampoon: a sharp, often virulent satire directed against a person, a social institution, or the
government. To get an idea of the harshness of the ridicule, think of the homonym harpoon.
Mockery: imitation with the purpose of making fun of the original. Ex
Mock heroic: Imitation of a literary epic and its style by exaggeration and distortion and by
elevating the trivial to a level higher than it deserves.
Oxymoron: a figure of speech in which the idea expressed is two contradictory terms in two
words which are joined. Example: living death, sad joy, wise fool, eloquent silence, military
intelligence.
Paradox: a statement which, because of its contradictory nature, seems absurd, but which really
is well founded. Eg: Nature often shows her strangeness in her sameness.
Parody: a mocking imitation of a known person, literary work, movie, or event.
Pun: a play on words for comic effect involving the use of one of the following
words which sound similar but differ in meaning, e.g. collar and color
words with two of more meanings, e.g. buck (male deer and dollar bill)
words which sound exactly the same but differ in meaning, e.g. son and sun
Reductio ad absurdum: a method of argument, which carries to an extreme, but logical
conclusion some general idea. For example, the more sleep one gets the healthier one is:
therefore, someone who has sleeping sickness and sleeps for months or someone in a coma is
really in the best of health.
Sarcasm: Using praise to personally mock someone; the word comes from the
Understatement: Implying the opposite by saying less than you mean to say. A form of irony in
which we play down the concept to produce humour.
Zeugma: the use of a verb with two wildly different direct objects for a humorous effect. Eg. from
Alexander Popes The Rape of the Lock, Belinda is concerned that she might stain her honor or
her new brocade.
Session Six: Analysis
Outcomes: 1.1, 1.2, 1.3, 1.4, 1.5 2.1, 2.2, 2.3, 3.3, 4.1, 4.2, 4.3 5.1, 5.4 6.1, 6.2,
6.3 7.1 8.2, 8.1, 13.1
Teaching and
Advise students that - it is essential that you have a detailed
Learning
understanding of all aspects of the novel so that you are able
activities/description to:
:
Engage critically with the novel
Discuss the concepts of the module and elective

thoughtfully
Evaluate the methods of representation used by

Huxley
Use detailed textual analysis to support your ideas.
Recommend that as students read and re-read the novel

make notes on the key concepts of the novel and include
relevant quotes. Key aspects could include:
1. Context
2. Setting
3. Ideas/Issues
4. Characters
5. Structure
6. Style and Language Features
Provide them with worksheet on Huxleys narrative

techniques to assist with this research.
In class provide students with the following worksheets:
Common narrative techniques used by Huxley
Brave new world analysis
Character mind maps
close analysis ch. 1, 3, 7, 17 and 18
Significant quotes worksheet
Concepts Brave new world

How meaning is shaped
Students self regulate their progress, working independently

or in pairs.
It is also recommended that students share the analysis
workload and that chapters 1,3,7,17 and 18 are divided
amongst the class and the answers are later shared.
Students work through this content below with explicit time

constraints in order to keep moving.
Character and Setting:
As students begin to work their way through a close analysis

of the novel encourage them to also make notes on
character development and the symbolism of character and
setting.
Characterisation is pivotal when analysing concepts and
ideas in Brave New World. The activities in this section will
focus on:
The ways that characters function as plot devices
How characterisation is used to represent values and
attitudes
Huxleys imitation of real people through character names
and their traits
Chapter Analysis:
Chapters 1-3
Read, discuss and analyse Chapters 1-3 including

context and methods of representation language and
style.
Provide written responses to the questions in study

questions resource.
Close analysis of a scene:
Chapters 4-7
Read, discuss and analyse Chapters 4-7 including context

and methods of representation language and style.

questions resource.
Close analysis of a scene:
Chapter Seven - analysis
Chapters 8-11
Read, discuss and analyse Chapters 8-11 including context

and methods of representation language and style.

questions resource.
Chapters 12- 15

context and methods of representation language and style.

questions resource.
Chapters 16-18

context, methods of representation language and style.

questions resource.
Close analysis of scene:
Chapter Seventeen and Eighteen- analysis
Significant Quotes - analysis:
In small groups of pairs examine the quotes in the following

handout and discuss the implications for the elective.
Character and language could also be discuss within this
activity.
Synthesis of Concepts:
As students have engaged with a close analysis of the

novel Have them brainstorm what are the central
concepts explored by Huxley that are of concerned for
our study of Representing People and Politics.
Once this initial discussion has taken place have

students complete the table in the following resource.
After completing each table students will individually

consolidate their understanding by answering the
Socratic style question. Their responses should use
textual examples from their tables to support their
views.
How is meaning shaped? Students need to be
explicitly aware of how meaning is shaped and
representations constructed. Use the
following document to help your students understand
this process.
There is also an extended response that may be used

to again help students synthesise ideas and
representation.
Resources Common narrative techniques used by Huxley
Brave new world analysis
Character mind maps
close analysis ch. 1, 3, 7, 17 and 18
Significant quotes worksheet
Concepts Brave new world
How meaning is shaped
Vocabulary
1. Context
2. Setting
3. Ideas/Issues
4. Characters
5. Structure
6. Style and Language Features
QTF DK, DU, HOT, M, EQC, HE, SS, KI

Reflection

Common Narrative Techniques used by Huxley
Sophisticated wit
Satire and parody to reduce humanity to mindlessness and animalism
Paradox
Motif i.e. everyone is everyone elses
The subversion of religion through the sign of the T, Oh Ford, Charring T (instead of
Charring Cross)
Intertextuality and allusion to Shakespeares works
Dramatic narrative
Hybrid narrative- dystopian, comedy, horror, sci-fi, tragedy
Religious symbolism- John Savage as John the Baptist come to enlighten the people of the
new world
Speculative fiction about what could be
Poetic and lyrical writing style (lots of figurative language, simile, metaphor,
personification, imagery etc)
Reversal of our traditional contemporary values Utopian modern city of high-rise
architecture
Binary oppositions: civilization and savagery, world state and reservation etc
Running gags like oh ford!
Insect motif
Intertextuality, Literary pastiche and parody: referencing well known

authors, philosophers, psychoanalysts, scientists and industry figures and their thinking,
theories, ideas, inventions, research, discoveries. Shakespeare, Dickens and other literary
texts/ nursery rhymes/ characters from fiction. He is bringing together the key politics and
theories of the time for us to consider.
Characterization: how used to represent ideas and as medium to critique modernity;

caricature; name games (symbolism and satire of characters names- the blending of real/
fictional peoples names)
Speculative fiction: representation of a futuristic science fiction dystopian world: in

what ways does Huxley portray the political and social structures, socialization and
reproduction processes, political, economic, religious, ideologies and social behaviours;
belief systems, values and attitudes.
Key concerns
Tension between realism and the departure from realism
The outsider and alienation
The threat of totalitarianism
The European class system
The threat of vulgar commercial mass culture and mass production of the machine age of
Ford
The threat of the loss of high culture
Individual freedom and difference and traditional religion
The perfection of humanity
The pursuit of pleasure and happiness in a mindless world
The mockery made him feel an

outsider; and feeling an outsider he
behaved like one, which increased
the prejudice against him and
intensified the contempt and
hostility aroused by his physical
defects
Session seven: Related Material
Outcomes: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 4.1, 4.2, 5.1, 5.4,
6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 8.1, 13.1, 13.2, 13.3, 13.4,
Teaching and Refer students back to recommended related text
list.
Learning
activities/description Students choose and analyse related text(s) using
: knowledge of rubric and analysis skills:
Questions for Related texts
Give a brief outline of the context
What political event/situation is being represented?
What is the perspective of the event/situation?
What is the motivation behind the event/situation?
What is the impact of the situation on an individual or

broader group?
What techniques/features has the composer used in

presenting these ideas?
How does this text compare with Brave New World in

terms of context, ideas and use of
techniques/features?
Students prepare a 3 minute oral presentation to share their findings

with class see worksheet
Resources - Related Text Summary Scaffold

- Related Text Oral Task
Vocabulary See metalanguage and Rubric vocabulary
including style, genre and form specific
terminology
QTF HOT, M, HE, SS, SD
Reflection

Session Eight: Quote brainstorm Essay Preparation

Outcomes: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 3.3, 3.4, 4.1, 4.2,
4.3, 5.1, 5.4, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 8.2, 8.3, 8.5, 13.1, 13.2
Teaching and Developing a response using quotes -
Learning resources sheet
activities/description Students in small groups can discuss and
: debate the ideas associated with a number of
famous quotes about politics. Students should
discuss how their prescribed text represents
these view about politics and provide some
specific textual examples to support their ideas.
This activity will support the development of

their own thesis.
Resources Quote Sheet
terminology
QTF PK, HOT, M, HE, E, SD, SS, KI
Reflection

Session Nine: Essay writing and Peer assessment

Outcomes: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 3.3, 3.4, 4.1, 4.2,
4.3, 5.1, 5.4, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 8.2, 8.3, 8.5, 13.1, 13.2
Teaching and Students write extended response based on
Learning one of the quotes
activities/description Students peer assess one anothers work to
familiarise themselves with the marking criteria
:
Students provide feedback in the style of notes
from the marking centre.
Resources Quotes as questions.
Evaluate this statement with detailed reference

to your prescribed text and at least one other
text of your own choosing
terminology
QTF C, EQC, SS
Reflection

Braidwood Central School
Higher School Certificate
ASSESSMENT TASK NOTIFICATION
Year 12 Advanced English 5

Course: Faculty: Task number:
Students Name: Sign the task registration sheet to indicate that you have received this notification.
Teachers Name: Elisa Bryant
Task Value: Task weighting as indicated in assessment booklet:
Module: Assessment Task Title:
Task Length Date Due:
Task Outline
Use the marking criteria to guide you in your preparation and presentation.
Outcomes Tasks Marking Criteria
Criteria Marks

Representing People and Politics Unit of Work

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Units of learning have been called 'sessions' because it is

Engaging with Representation in text

Elective 1: Representing People

8. Appreciating Huxleys purpose throughImpact

9. Analysing Brave New World using language

An online version of the text can be found by clicking the link

Initial Research Comprehension and Understanding

Students complete independent research to assist in their

- key ideas explored in Huxleys Brave New World

Second Reading log and study questions:

Students are given a reading log to keep a record of relevant

Brave New World chapter questions:

Students are provided with a Topic Test based on select questions

Class Discussion: To promote thinking around the key ideas in

Resources Aldous Huxleys Brave New World

Chapter & Issue / event/ Techniqu Quote and Links elective

Brave New World - Chapter Study Questions

Session Two: Understanding Representation

Students and teacher underline/highlight the key terms of

Representation Viewing, Discussion and Activities:

Registration: Sign Date

Module C: Representation and Text

Elective 1: Representing People and Politics

Session Three: Exploration of the elective

Teaching and 1) Research Task:

Use worksheet to guide response. Fact Sheets and ideas

The following questions can be used as the stimulus for a whole

Activity: Students highlight words/concepts they need support to understand.

Do the majority of Australian citizens really understand election

During election campaigns is it the policies that influence the people

We live in a media saturated society; consider to what extent you

Within Australia today do we actively participate in protests about

Can you think of current trends that are designed to manipulate

Predict what you think some of the future dangers of social

If time/as additional or differentiated learning opportunity:

2) ICT multi modal representation task:

Students create 3 minute multi modal representations that demonstrates

individual, shared or competing political perspectives

peoples political motivations and actions

impact political acts may have on individual lives or society

Students should then present their political representation to the class. Fe

Planning scaffold and reflection sheet below

Focus your research on:

Create an A4 Fact Sheet for each theorist.

Session Four: Huxleys Context

Students then highlight statements of Huxleys

Students work in pairs to find quotes that support these

Aldous Huxley himself said in 1956:

Brave New World is a fantastic parable about the dehumanisation

Teacher led discussion about the ideas raised in above quote.

Students watch the following short film on YouTube:

Aldous Huxley interview-1958 (FULL)

Activity - response to the film:

Jot down 3 or 4 key ideas from this film that relate to

ideas of politics and people that you have been

Write a paragraph that outlines what Huxley believes

Why does Huxley believe that democracy and politics is

How does this erode the political system?

Imagine you are the interviewer, what other questions

Handout Resource 'Texts and Contexts' and discuss the

When Brave New World was first published in 1932, the

What did Huxley believe were the enemies of freedom?