Fahrenheit 451: War!

Here are two interesting facts about war and human civilisation:

However…

So should we be optimistic or pessimistic about mankind’s tendency towards violent conflict? We have developed (and continue to develop) weapons of unprecedented and unnatural destructive force, but at the same time we have become increasingly effective at controlling and restricting their production and use.

How will war impact upon the future of mankind?

In Fahrenheit 451, there is the ever-present threat of war, although many of the characters remain oblivious to it until the very end of the novel. Look closely at the following sections of your novel, highlighting and annotating as needed so that you can chart the development of the war that ultimately destroys Montag’s world:

  • Page 22: first reference to the jets, which become an increasingly important and intrusive symbol of this wider conflict.
  • Page 45: a radio broadcast, cut off mid-sentence, gives us the first direct reference to the possibility of an impending war.
  • Page 96: Montag, for the first time, questions what is occurring in relation to the war, and reveals some key information about this world’s past and the wider impact of this lifestyle on other peoples.
  • Page 113-116: Faber discusses the impending and inevitable role of war in breaking the current form of society, suggesting that such a society is unsustainable.
  • Page 202-210: the war begins an ends with the use of nuclear weapons against the cities. The old world is wiped away. Pay close attention to the discussion of the phoenix metaphor, and the potential for ‘stopping the cycle’ of conflict.

Remember that, at the time of the writing of Fahrenheit 451, the threat of nuclear war was constant and real. People believed that would see it in their lifetime (Montag mentions that the first atomic war was in 1960 – this date is just 3 years after the novel was first published). The growing realisation of the sheer destructive force of these weapons would have been frightening beyond belief – there is simply no comparison that can be drawn to any technology or capability that had existed previously. The aftermath of Hiroshima and Nagasaki undoubtedly influenced Bradbury:

After having read through the relevant sections of Fahrenheit 451, answer the following questions:

  1. Is this a happy ending? Why/why not?
  2. What is the effect of war in the novel? In particular, how does it influence the ending of the novel?
  3. Why do you think the people of Montag’s society seemed to care so little about the threat of nuclear war?
  4. What impact does this ending have on Bradbury’s message?
  5. Can you think of any other stories (novels, films or TV shows) which explore the idea of war and its place in mankind’s future? You may want to think about other dystopian or post-apololyptic stories.
  6. What is the role of war in today’s world, and how will this influence our future?

 

Final Question: How will war impact upon the future of mankind?

Bradbury presents us with two possible paths for the future of mankind. On the one hand there is the path symbolised by the phoenix, which “every few hundred years…built a pyre and burnt himself up” (Fahrenheit 451, p.208). It is a cycle of destruction and rebirth, destruction and rebirth, with society always returning to the inevitable conclusion whereby it destroys itself, only to be reborn from the ashes, grow, make the same mistakes, and destroy itself again, and so on. In a world that has just come out of the experiences of the First World War, the Second World War, and has now emerged into the Cold War, with the Korean War now underway and threatening another major conflict, such a view seems very plausible.

However, Bradbury also uses Granger to present a different alternative. The war came and yet again wiped out the increasingly self-destructive society the had developed. Out of the ashes, a new idea is posed:

“We know the damn silly things we just did. We know all the damn silly thing we’ve done for a thousand years, and as long as we know that and always have it around where we can see it, some day we’ll stop making the goddam funeral pyres and jumping into the middle of them…

“We’re remembering. That’s where we’ll win out in the long run. And some day we’ll remember so much that we’ll build the biggest goddam steam-shovel in history and dig the biggest grave of all time and shove war in and cover it up.” (Fahrenheit 451, p.209)

The story therefore ends on a note of hope – that by remembering, learning from the past, seeking out the ‘quality’ and ‘textured’ information that Faber discusses, and learning from it – that mankind has the potential to break free from the cycle of destruction and embark on a new path.

Which vision of the future is, in your view, the most likely? Which is happening now, and what is most likely in the future? How will war impact upon the future of mankind?

 

 

Fahrenheit 451: Themes, Technology, History and Books

 

You can access the slides from today’s class, covering the plot of Fahrenheit 451, Key Themes, Technology and the History of the novel’s society, here:

 

You can download the slides as a PDF here: Introduction to Fahrenheit 451 

 

Part 1: Technology

Guiding Question: What is the role of technology in Fahrenheit 451?

Technology often plays an important role in science fiction stories, and there are some key examples in Fahrenheit 451. For each of the following pieces of technology, explain (a) what it is, (b) how it is used and (b) the effect that it has on people and society. This will help you to explain the role the technology plays. Include quotes (either as a list or within your response) to support your claims, particularly in relation to the wider effects.

  1. Blood Purification Machine (pages 22 to 27)
  2. Parlor Walls (pages 59 to 68 and various other places throughout the novel)
  3. The Mechanical Hound (pages 35 to 39)

Homework: Part 1 needs to be completed for Friday’s class.

 

Part 2: History

Guiding Question: How did the society of Fahrenheit 451 become so anti-books?

There is an interesting and unexpected explanation as to why books are so hated by this society. Captain Beatty provides a detailed, explicit account of the demise of books and the danger that they pose to society. This is also a justification for what the firemen do in burning books and punishing those who house them.

This can be found in pages 71 to 81. You will need to read this passage carefully and annotate it in your books.

Make notes in your exercise book on the following. Include BRIEF quotes within your answers where possible.

  1. What led to books becoming banned?
  2. What is the world like as a result of no books?
  3. How has the world changed as a result of this?
  4. Why did people become afraid of books?
  5. How are books now viewed
  6. What is valued most in this world?

 

Part 3: Infinite Detail

Question: Why are books so important to society?

However, Captain Beatty only gives part of the picture. His explanation provides us with a historical narrative and tell us what he believes has been gained: enjoyment and a perverted sense of ‘equality’. But what has been lost in the process of banning books?

It is Professor Faber who provides us with a contrasting perspective. His most important passage occurs on pages 107 to 110. Read this passage very carefully and annotate it. Then answer the following questions, using quotes to support your answers:

  1. Was it the books themselves that were important, or something they contained?
  2. What three things are now missing from society?
  3. What is meant by “quality” and why is it important?
  4. What is meant by “leisure” and why is it important?
  5. What is meant by “the right to carry out actions” and why is it important?

 

 

 

 

Clarisse, Mildred and Blood Purification

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COMPARE: Clarisse and Mildred.

Clarisse (the free thinking girl who lives next door to Montag, introduced page 12) and Mildred (his distant and unthinking wife, introduced page 20) are important contrasting characters.

  1. What makes these characters so different from each other? Identify specific characteristics or traits and present your findings in a T-table.
  2. What key ideas are embodied by each character?
  3. What does each character reveal about the society of Fahrenheit 451?

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TECHNOLOGY: Blood Purification  

Technology can heal us physically – it can remove toxins, stop bleeding and cut out infection – but can it ever truly heal us on a psychological, philosophical or emotional level? What are the limits of technology? When does it stop healing and instead start replacing?

  1. Read pages 22-27 and select at least 6 quotes that illustrate or explore these ideas.
  2. Using this quotes and the example of Mildred and the blood-cleaning machine, plan and write a one TEEL paragraph response to the prompt:

‘Technology can be a convenient solution for physical problems, but may not solve our emotional and psychological problems.’

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SLIDES: Context Overview

You can download a copy of the slides from today’s class below. These slides go through what exactly a Context study is, particularly in relation to the assessment tasks that you will be required to complete. Make sure you understand what the difference between an ‘expository’, ‘persuasive’ and ‘creative’ response is! The remaining slides also provide a brief introduction to the Future Worlds context and Fahrenheit 451.

You can download a PDF version of the slides here: Future Worlds Overview 2015

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Holiday Work and ‘Fahrenheit 451’ Resources

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Holiday Homework

Your holiday homework is as follows:

 

Must be completed by Term 2 Day 1:

  1. Complete the screencasts/podcasts that you were working on during the final week of term. Upload any videos to YouTube as ‘Unlisted’ and email me the URL.
  2. Read/reread Fahrenheit 451 by Ray Bradbury.

 

Optional Extension Work

  1. Continue to practice text response essay writing with the resources previously provided.
  2. Watch one or more of the following science fiction films in order to further expand your understanding of the Future Worlds context study: Blade Runner, The Matrix (not the sequels!), Dark City, Twelve Monkeys, District 9, Gattaca, V for Vendetta, Minority Report, Avatar and/or I, Robot.

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Fahrenheit 451 Resources

You will need to read Fahrenheit 451 again before returning to term 2. This will be the novel text of our ‘Future Worlds’ context study. We will not be studying it in the specific detail that we did for Inheritance. Rather, we will be looking at the key themes and ideas explored in the novel. This means that you will need to come with a very good understanding of the plot, characters and setting.

If you require assistance with this, or would like to be extended, please use the following resources:

 

Basic

Comprehension questions. Use/answer these if you need something to help guide your reading of the novel and build your comprehension of key aspects of the text.

 

Intermediate

Social and Cultural Contexts: The following study guide extract gives a good overview of the relevant historical contexts of the novel Fahrenheit 451. It will help you identify and make links between some of the key themes of the text.

 

Characters, Motifs and Themes: This guide provides some brief but important analysis of key characters, symbols and ideas from the novel.

 

Advanced

If you what a bit of a challenge, but also the opportunity to unlock some much more complex and detailed ideas, you may want to try tackling the following academic journal articles that discuss the novel in detail:

 

 

 

 

 

Scene Summaries and Useful Words

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Scene Summaries (Final)

An updated, final version of the scene summaries is accessible here. Unfortunately it is still not entirely complete, although it is close (in the future, please make sure you read instructions carefully to make sure you complete your allocated task):

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Connecting Words

Connecting words are words that can connect different parts of your argument, such as between paragraphs or between different examples/arguments within a paragraph.

Similarly; equally; compared; an equivalent; in the same way; as with; likewise; also; another; furthermore; moreover; in contrast; paralleling this; equally; in a similar vein; on the other hand; but; whereas; unlike; conversely; nevertheless; alternatively; however; yet; on the contrary; the opposite; instead; otherwise; accordingly…

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Bridging Words

Bridging words are words that create a ‘bridge’ between evidence and your assertions (i.e. your opinions, ideas or views on the text).

highlights; symbolises; signifies; illustrates; reflects; emphasises; epitomises; reveals; exposes; evokes; implies; represents; illustrates; proves; exaggerates; reinforces; acknowledges; conjures; illuminates; embodies; demonstrates; exemplifies; parallels; suggests; engenders; encapsulates; hints at; unveils; reveals…   

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Topic Sentences, Quotes, Samples and Final Preparations

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Topic Sentences

You can find the slides on topic sentences that we went through in class here:

Make sure that you pay close attention to your topic sentences when practising for the upcoming assessment task. Make sure you are targeting a specific argument in each paragraph, and communicate it as clearly as possible in your topic sentence.

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Integrating Quotes

You can find the slides on integrating quotes from today’s class here:

Even if you are not confident with integrating quotes, you must at least attempt to do so with every quote you use. Remember:

  • Unintegrated quotes always beat no quotes.
  • Incorrectly integrated quotes always beat unintegrated quotes.

You have nothing to lose and everything to gain, so put your mind to it and practise, practise, practise.

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Sample Essay

You can find a copy of the sample essay on Inheritance that we went through in class here:

The structure used in this essay is easily transferable to most text response essays that you will be asked to complete. Use this as a model to help you plan and write your own responses.

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Examples of Essay Plans

You can find examples of essay plans and planning documents to a variety of topics below. We have used some of these in class and some come from other classes. You should look through them all so that you continue to expand your understanding of different approaches and hopefully find something that really resonates with you. However, remember that there is never a single ‘right’ or ‘wrong’ approach to a topic – there will be many different ideas and arguments that you can include. What is important is the level of knowledge and insight that you can provide in response to the given topic.

You can use these plans to help you write a practice response of your own:

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Assessment Task: Inheritance Text Response Essay

You will be completing your first VCE English Assessment Task next Tuesday 17 March in period 1.The task will be to write a text response essay on the play Inheritance by Hannie Rayson.

You will be given a choice of two topics. You will need to write on one of these topics. You will have 80 minutes to complete this task. Note that if you arrive late to class, you will not be allowed additional time to complete this task.

You will NOT be allowed any notes or a copy of the play. You are allowed to bring in a dictionary but NOT a thesaurus.

Your response will be marked against the following criteria:

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Preparation for the Assessment Task

Tasks that you can complete in preparation for the upcoming assessment task include:

  • Revising your notes on the play – reading over them, adding to them and reorganising them.
  • Rereading the play – make sure you add to your notes while doing this.
  • Completing a practice essay (see previous posts for topics).
  • Completing another practice essay (see previous posts for topics).
  • Planning essays on broader topics, with an emphasis on identifying key terms, developing an appropriate contention, writing clear topic sentences, having a logical structure and identifying relevant evidence.

(The bolded points are the best forms of revision!)

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Practice Inheritance Essay Topics

 

You can use any of the following topics for additional essay writing practice before the upcoming assessment task:

 

  1. How is the concept of entitlement explored in Inheritance?
  2. Who is the more tragic figure in Inheritance, Lyle or Nugget?
  3. How is inequality explored in Inheritance?
  4. “This farm stays in the family. It’s a question of blood.” Discuss in relation to the characters and events of Inheritance.
  5. ‘Norm Myrtle leaves more to his off spring than the property of Allandale.’ Discuss
  6. “You weak little git”. Inheritance shows that those who do not measure up to society’s expectations are rejected.  Discuss
  7. The play shows us that you have to work the land to have a true connection with it. Discuss.
  8. ‘It is difficult to sympathise with any of the characters in Inheritance. They are too selfish and self-absorbed to warrant such consideration.’ Do you agree?
  9. Hannie Rayson reveals what it means to belong. Discuss.
  10. Which characters suffer the most in Inheritance?
  11. Nugget is the only real victim in Inheritance. Discuss

 

 

Who is the biggest victim in ‘Inheritance’?

 

WHOLE CLASS DEBATE: Who is the biggest victim in Inheritance?

You will be assigned one of the characters in Inheritance. Your task is to argue that they, and not the other characters, is the biggest victim in the play. The characters will include:

  1. Nugget
  2. William
  3. Lyle
  4. Ashleigh and Brianna
  5. Julie
  6. Girlie
  7. Dibs
  8. Maureen
  9. Rushton

This task is not about what you personally think. It is requiring you to think about what arguments you can put forward, supported by evidence from the text, to support your side.

You will have 30 minutes to prepare. Your pair will have between 3 and 4 minutes to speak. You will need to have evidence (scenes, quotes, etc.) to support your claims.

Each person will need to present at least one Point of Information (a clarifying question, designed to pick holes in what the other team has said) at the end of another person’s speech.

Some sides are unfair. Deal with it. Besides, the tougher the character, the more fun you can have with them…

FINAL NOTE: Does this sound like it could be an essay topic? Well then, perhaps you’d better write down some notes when other people are presenting…

 

 

Essay Planning

Using your notes from the debate, as well as your own knowledge of the text, complete the following essay plan on a closely related topic:

 

 

Essay Planning and Added Details

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Stagecraft, Symbolism, and other Inheritance details

Below you can find a handout with the slides from today’s class. This PowerPoint goes through some of the more specific details of the play, such as stagecraft, narrative structure, music, humour and symbolism. Making reference to these types of details can really enhance the quality of an essay and can push your analysis to a higher, more complex level.

You will need to review and practice using these types of details, including finding specific references/examples to them in the text of the play, if you wish to use them.

You can download a copy of the slides here:

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Essay Planning

Below are the planning sheets we used in class today, which you may find to be a useful means of breaking down topics and approaching an essay. I have also included a blank version without a topic in case you want to use it in the future:

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