Elements of dystopia in the Giver

A popular book in classrooms since it was published in 1993, The Giver is a novel that at first appears to be set in autopian society. As the story unfolds and the protagonist, 12-year-old Jonas becomes more aware of what is happening, we learn that he is actually living in a dystopian world.Teachers and students can access a complete digital version ofThe Giverand an audiobook version to assist with listening skills [searchable by chapters].

A film adaptation of The Giver was produced in 2014. Engage students in a comparative analysis of the book and the film using the following scenes:

• Opening scene from The Giver [2014]
• Final speech from The Giver [2014]

What is the meaning of utopia and dystopia?

A few resources to assist students withunderstanding the concepts utopia and dystopia are provided:

• Definition and meaning of utopia
• Introduction to the book Utopia by Thomas More
• Definition and examples of dystopia from ReadWriteThink
• List of other middle grade dystopian novels

Discussion and reflection questions:

• What would your perfect society include?
• From your perspective, what would you consider to be dystopic?

An Introduction to Lois Lowry

• Lois Lowry website
• A Conversation with Lois Lowry
• A Video Interview with Lois Lowry

A Thematic Introduction

Start a class discussion using the following questions. Ask students questions about their own experiences with thematic elements of the novel [memory, truth, community, individuality, courage, etc.]. Have students write down important ideas to think about throughout the novel.

Warm Up Questions:

• What are some of your most important memories?
• Are there any memories that the class shares with one another?
• Are there any memories that all people share?
• Are these collective memories more important than individual memories?

CCSS.ELA-LITERACY.CCRA.R.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-LITERACY.CCRA.R.3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

CCSS.ELA-LITERACY.CCRA.R.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCSS.ELA-LITERACY.CCRA.R.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text [e.g., a section, chapter, scene, or stanza] relate to each other and the whole.

CCSS.ELA-LITERACY.CCRA.R.6. Assess how point of view or purpose shapes the content and style of a text.

Activity 1. Read Aloud

As a class, read pages 72-74of The Giver out loud, which features the first time Jonas sees The Receiver's office filled with books.To involve students in the process of rereading, use one of the following strategies:

• Popcorn Reading: Have a student read a section, then 'popcorn' to another student who continues reading.
• Choral Reading: Have students read it aloud together to practice verbal skills.
• Role Play: Assign a few students roles [including a narrator] and have students read their part aloud.

Activity 2. Small Group Synthesis Discussion

Hand out passages from Fahrenheit 451 and 1984and discussion questions that have a similarthemetoThe Giver. Organize students into small groups and have them read the two passages aloud. Have the students discuss the question that goes along with each of the passages in their small groups using the discussion questions below.Have each group share at least one idea with the class from their discussion.

Fahrenheit 451

• Using specific evidence from the text, what does Montag realize about the power and fear associated with books?
• How does this relate to what Jonas realizes in The Giver?
• How does Montags realization compare with what Jonas realizes in The Giver?

1984

• How is changing language similar to the elimination of books in the other stories?
• To what extent do Winston and Jonas have similar experiences?

Activity 3. Drafting Receiver Lists

On their own, have students draft a list of books and media they have read that they would pass along if they were The Receiver of Memories. Their list should include [at least] five books, television shows, movies, or other pieces of media, along with a reason that each should be included on the list. Students can also provide two memories from their own lives that they would like to pass down to future generations on their list.

If there is time, have students share one of their choices and reasonwith the class or small group. If students do not finish their list in class, they can take it home to continue brainstorming ideas.

Book Review Bingo

Have students write a book review of The Giver that includes at least 2-3 quotes from the book they find valuable. In small groups, have students brainstorm important story telling elements, themes, and words in the novel that they should include[ex. utopia, dystopia, identity, memory, community, narrator, setting, etc.]. Create a bingo card of the words that students need to address in their review as a guide.Have students include one row of those words in their review.

Create Their Own Utopia

Have students create their own utopian world. What issues would they solve that are presented in the book [those related to memory, uniformity, choice, individuality, and community]? Have students cite specific passages and how they would change the issues in those passages in their own society. Have students consider some or all ofthe following when building their society:

• Government

• Laws/Rules/Regulations
• Social Expectations
• Technological Improvements
• Arts and Literature
• Economy

Essay Prompt

In an essay, have students compare and contrast the communities in each of the three texts used in the activity. How do they relate to one another? What themes or characteristics occur in all of them? Have students make a judgement about the ethics of uniformity in these books.

To continue this lesson throughout the school year, post students lists somewhere in the classroom. When students read new books or find new pieces of media they want to add, encourage them to add it to their list. At the end of the school year, have students write a letter to your next set of students with recommendations on books to read or things to watch for during the upcoming school year.

• NEH 'We the People' Bookshelf: Books About Freedom
• NEH Reading List for K-8 Students