Reading Harrison Bergeron

Aim: How do we interpret "All men were created equal" through the lens of brain science?

Quick Write: Do you believe "all men were created equal" knowing what you know about the human brain? Explain briefly.

Today we will read the dystopian short story “Harrison Bergeron," applying what we have learned about the human brain to help us interpret its meaning.

If utopia describes the perfect place or country, then dystopia is the exact opposite, meaning a society filled with oppression and human misery. In "Harrison Bergeron" by Kurt Vonnegut, Jr. a dystopian society handicaps its citizens in a variety of ways--all in the name of equality. In this quest, you will read this short story written in 1960 and analyze what Vonnegut was trying to say about the fundamental belief that “All men are created equal.”

Step 1: Read "Harrison Bergeron" by Kurt Vonnegut, Jr.  keeping the following questions in mind as you read.

1     1. What is the situation in the U.S. in 2081 as described in the first paragraph?

 2. What has the U.S. government done to ensure that “everybody was finally equal”?
 3. Why do you infer that Harrison Bergeron was in jail in the first place?
 4. In your opinion, did the society succeed in making everybody equal? Why or why not?
 5. Based on your interpretation of the story, what do you think Kurt Vonnegut, Jr. believes about equality?

Step 2: After you have read the story, discuss the above questions with a partner or the class.

Step 3: Copy the above questions into a post and answer them in complete sentences.

Final Reflection: After reading “Harrison Bergeron,” do you believe “All men are created equal” remains an important principle upon which the U.S, government was founded? Why or why not? Please write at least one well-organized paragraph and post it to your blog along with your answers to the above questions.

Standards

• CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
• CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.