BRAVE NEW WORLD

A WebQuest for Students

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INTRODUCTION

The goal of this WebQuest is for students to create their own utopia based on an exploration of Brave New World by Aldous Huxley. Students will complete a series of tasks which will help them to actualize their goal. This WebQuest uses the Goal-Based Scenario learning theory as created by Robert C. Schank. For Schank “Every aspect of human behavior involves the pursuit of goals…Why would anyone learn anything if not to help in the pursuit of a goal?”(Schank, 1992). Similarly, this WebQuest uses the Learning by Design (LbD) theory, which requires students to investigate context, develop criteria, prototype and produce. The LbD theory goes hand-in-hand with Goal-Based Scenarios as it asserts that the end goal of a lesson be placed at the forefront of the lesson. Finally, this lesson supports virtual collaboration by requiring students to share research on Google Classroom, as well as use digital media tools to create a presentation.

TASKS

TASK #1

In order to create your ideal society, you will first conduct a study of the society created in Brave New World. Answer the following questions in order to conduct your study. Think critically about your answers so that you may begin to construct your own ideal world based on what you have learned.
QUESTIONS

TASK #2

At this point the main ideas, characters and plot of the novel should be familiar to you. In groups of three, you will now take these general themes and find correlating phenomena in our modern day world. To do this you will use the internet to research current news articles relating to science, politics, economics, health, social media, marketing, etc. Use the following worksheet to gather your research. Use the links in the resources section below to guide you in your research.
WORKSHEET

TASK #2.1

Once you have organized your research, you will share a link to each online article followed by a brief description of the article on Google Classroom. Please choose one person from your group to post the links and descriptions. The purpose of this activity is to collectively provide a database of resources for the class to draw from. Important: you may not post a link to the same article that someone else posted. You may find articles on similar topics, but you must not post the exact same source.

RESOURCES

TASK #3

Now that you have conducted a comparison of Huxley’s “utopia/dystopia” with our modern day society, you will use these findings to think about any changes you would make to our current way of life. How would you constitute your ideal world? In your groups, describe your perfect society in outline format, illustrating different levels of society, classes, ideals, values, beliefs, symbols, laws and general ways of life. Use the following questions to guide you in creating an outline of your utopian society.
QUESTIONS

TASK #4

Do utopias really exist? Is there such a thing as a perfect society? Have we simply not attained it yet? In your groups, think critically about the utopia you have created. In what ways do you feel it could spiral into a dystopia? Use the examples provided to help you contemplate ways that your ideal society could become problematic. Do you foresee any flaws in the system you have created?

EXAMPLES

TASK #5

In your project groups create a brief overview of the utopia you have created. You will orally present this to the class. You are free to choose a format of your liking. I recommend using Google Slides, PowerPoint, Keynote or Prezi. Please see an example by clicking the button below. Please include a slide for each different element in your utopia. You will also include a slide/s at the end which convey/s the potential dystopian aspects of your ideal world. We must always be critical of our work.
EXAMPLE

TASK #6

Using your answers, outline, group research, group presentation and any other information drawn from Tasks #1-5, write a formal 5-paragraph essay which describes your own utopia in detail. Paragraphs should consist of full sentences in an organized manner. Your essay should be arranged according to a theme, subject or topic and draw from your research. The essay should be in MLA format (see Purdue Owl for examples) with proper citations.

PURDUE OWL

PROCESS

The overall goal of this WebQuest is to create your version of a perfect society, aka a utopia. However, in so doing one may quickly realize that all societies have flaws. And so, this WebQuest also asks students to think critically about the utopia they have created in order to unveil any potential faults which may lead to a dystopia.

(1) Complete the set of questions given about Brave New World. Use your answers to reflect and ponder what your ideal society might look like. How would your utopia vary from the World State in Brave New World?

(2) In groups of three, research current news articles that discuss similar themes in today’s society. Be sure to add a link to each article you find on Google Classroom.

(3) In your project groups, create your own version of the perfect society in outline format.

(4) In your groups, think critically and deeply about the society you have created. Do you foresee anything going awry? What are some potential downfalls? Do you believe that the perfect society can ever be achieved?

(5) Create a group presentation utilizing an online tool of your choice.

(6) Use your research, investigations, outline and collaborative creative thought to write an essay which details your utopia. It must include references to the text and to the news articles researched.

REFER TO THE FOLLOWING RESOURCES FOR SUPPORT:

Chinese scientists have successfully cloned two monkeys

Use this News ELA article to explore the themes of “The Hatchery,” “human controlled creation,” and “designer babies.”

ARTICLE

Opinion: New technology spurs debate about when to “edit” human genes

Use this News ELA article to explore the themes of “The Hatchery,” “human controlled creation,” and “designer babies.”

ARTICLE

Opinion: As China ends one-child rule, economists say more kids are alright

Use this News ELA article to explore the themes of “population control,” “Malthusian Belt,” “current day laws,” “natural population control,” “economics.”

ARTICLE

What is the US Opioid Epidemic?

Use this article from the US Department of Health and Human Services to explore the themes of “Soma,” “modern day prescription medication,” and “alcohol.”

ARTICLE

Despite scandal, poll shows American support of gov’t phone tracking

Use this News ELA article to explore the theme of “freedom vs security.” Compare this to “The World State” in Brave New World.

ARTICLE

Understanding key terms in the gun control debate

Use this News ELA article to explore a current debate on gun ownership rights in the United States. Compare this debate to the laws of The World State in Brave New World.

ARTICLE

How propaganda works

Use this News ELA article to conduct a comparison between “Hynopaedia / Sleep Conditioning” and “modern day propaganda.”

ARTICLE

EVALUATION

CONCLUSION

Congratulations, you have successfully completed this WebQuest. Maybe your utopia will one day become a reality and you will live in the ideal world that you once only imagined.

STANDARDS

This WebQuest is in alignment with the following California Common Core State Standards:

CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

CCSS.ELA-LITERACY.W.9-10.2.D
Use precise language and domain-specific vocabulary to manage the complexity of the topic.

CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

California English Language Development (ELD) Standards:

ELD.P1.6.a.Ex

Reading/viewing closely a) Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence‐based argument) based on close reading of a variety of grade‐appropriate texts, presented in various print and multimedia formats, using increasingly detailed sentences, and an increasing variety of general academic and domain‐specific words.

ELD.P1.10.c.Ex

Composing/Writing Draw, dictate, and write to compose short literary texts (e.g., story) and informational texts (e.g., a description of dogs), collaboratively with an adult (e.g., joint construction of texts), with peers, and with increasing independence.

References

Schank, R. C. (1992). Goal-Based Scenarios. Retrieved from http://cogprints.org/624/1/V11ANSEK.html

THANK YOU FOR COMPLETING THIS WEBQUEST. STOP IN AGAIN ANYTIME!

BRAVE NEW WORLD FULL TEXT