Free AI Website BuilderHere you will find a selection of extension activities designed for students who have completed the interactive module. These projects challenge learners to synthesize their ideas, engage in creative production, and collaborate with their peers.
Each activity includes student-facing instructions (written at an A2 English level) and a "Notes for Teachers" section with pedagogical tips and implementation strategies.
Click on each activity below to expand it and see details.
In the story, you visited the Hatchery, the Conditioning Center, and the Entertainment Complex. But a society has many other places!
Your mission is to imagine another part of the World State.
1. Choose a place that was not in the story. (For example: a school for young Alphas, a factory where Deltas work, an apartment building, a hospital, or a sports center).
2. Make notes: What does this place look like? What activities do people do here? How does it show the rules of the World State (like "Everyone belongs to everyone else")?
3. Share your ideas in a small group with 2-3 classmates. Which idea is the most interesting or creative?
4. Choose the best idea from your group and use an AI image generator to create at least two pictures of this place.
5. Be ready to present your pictures to the class. Explain what the place is and why it looks the way it does in your pictures.
Notes for teachers:
You might want to give students examples of prompts for image generation to get them started. Here are two detailed examples written at an A2 level. They can serve as models for descriptive writing.
― Example Prompt 1 (for an apartment):
Inside a modern apartment in Brave New World. The room is very clean and simple. The walls are smooth and light grey. The floor is shiny. There is no kitchen. There is only a simple bed and one small, modern chair. The chair is made of smooth, white plastic. A very large window shows the city at night. We can see many tall buildings with bright lights. Small helicopters fly between the buildings. The mood of the picture is quiet, clean, and maybe a little lonely.
― Example Prompt 2 (for a factory):
A big, bright factory in Brave New World. Many men and women are working inside. They all look exactly the same, because they are clones. They all wear the same simple, black clothes (Epsilon caste). They are standing next to a long assembly line. A robotic arm puts a bottle in front of each person. Each person does one small, simple job to the bottle. They repeat the same action again and again. The factory is very clean and organized. The machines are futuristic. The mood of the picture is busy, but also very controlled and maybe a little boring.
This activity connects well with an art or media literacy unit. You can pre-teach vocabulary related to visual analysis (e.g., style, mood, atmosphere, color, composition) to help students write more effective prompts and analyze their results.
You could ask the students to document their process of generating and refining images using AI (for example, by having them record successive iterations of a prompt, while taking screenshots of images as they continue to refine them).
Student instructions:
You are John. You grew up on the Reservation, reading old books and feeling like an outsider. Now, you have just arrived in the "civilized" World State. You have seen the flying helicopters, the strange Feelies, the thousands of identical children, and you've met people like Lenina and Bernard.
Your task is to write a diary entry from John's perspective. Think about these questions as you write:
― What is the biggest shock to you in this new world? What seems completely strange?
― Is there anything you find beautiful or interesting here?
― How do you feel? (e.g., excited, scared, confused, angry, lonely?)
― What do you miss about the Reservation, if anything?
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Notes for teachers:
This activity focuses on empathy, perspective-taking, and creative writing.
Encourage students to use sensory details (what John sees, hears, smells) to make the diary entry more vivid.
Remind students of John’s background: he has read Shakespeare, so his language might be more dramatic or poetic than that of other characters.
Suggest a length (e.g., 2-3 short paragraphs) to provide a clear goal.
As an alternative for differentiation, students could write a simple letter from John to his friend Mitsima on the Reservation, explaining what he has seen.
Student instructions (the scenario):
Imagine it is the future, after many years of terrible wars and suffering. Your society is broken. People are poor, afraid, and unhappy.
A group of smart leaders has a radical plan. They want to create a new society called the World State. In this world, there will be no more war, sadness, or poverty. Everyone will be safe and happy. But, you must give up many things: family, art, deep love, and the freedom to choose your own path in life.
Your task: Your class will debate this choice. Should your society agree to become the World State?
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Notes for teachers (lesson plan):
1. Objective: To engage in persuasive argumentation and explore complex issues from multiple viewpoints.
2. Setup: Divide the class into 6 groups. Five groups will represent different citizens, and one group will be the moderators.
― Group A: The Engineers / Creators of the plan. (You believe in a scientific solution to humanity's problems. You think this plan will save the world with logic and control.)
― Group B: The Business Leaders / Economists. (You are tired of problems like poverty, unemployment, inflation, and strikes. You think this plan will let everyone have a job and money to buy the things they want.)
― Group C: The Artists/Thinkers. (You are worried about losing important things like art, books, and truth.)
― Group D: The Soldiers/Workers. (You are tired of war and hard work, and just want safety and peace.)
― Group E: The Older Citizens. (You are worried that your memories, experience, and place in society will not be respected when you are no longer "useful". You worry that you will lose your family.)
― Group F: The Moderators/Journalists. (Your job is to run the debate and ask good questions.)
3. Preparation (15-20 mins): In small groups, students discuss the pros and cons of the World State from their role's perspective. The Moderators prepare a list of questions to ask each group.
4. The Debate (20-25 mins): The Moderators begin the town hall-style debate. They introduce the topic and call on different groups to share their opinions, ask follow-up questions, and encourage respectful disagreement between groups. Moderators may allow groups to directly challenge other groups.
5. Wrap-up & Vote: After the debate, the Moderators can call for a class-wide vote. Did the class agree to create the World State? Discuss why the vote went the way it did.
Student instructions:
In the World State, the government uses simple slogans and advertisements to make sure everyone agrees with the rules and feels happy. This is called propaganda.
Your mission is to create your own piece of propaganda for the World State. Your goal is to persuade people that the World State's rules are good.
Choose one of the following projects:
1. Create a poster: Design a poster that promotes a World State idea. You can draw it or use an AI image generator.
2. Write a short ad script: Write the words for a 30-second TV or radio ad. What do people say? What sounds do you hear?
3. Invent new slogans: Create 3-5 new and catchy slogans for sleep-teaching in the Conditioning Center.
Choose a theme for your propaganda, for example:
― Why taking Soma is good.
― Why it's important to play games in groups and not be alone.
― Why buying new things is better than fixing old things.
― Why your caste (Alpha, Beta, etc.) is the best one for you.
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Notes for teachers:
This activity helps students understand the mechanics of persuasion and media literacy.
Before starting, discuss the concept of propaganda. Show examples from history or modern advertising to help them understand the techniques (e.g., using simple, repetitive slogans; appealing to emotion over logic).
Provide access to digital creation tools if possible (e.g., Canva for posters, smartphones for background music or image/video creation).
Have students present their creations. The class can then analyze which pieces of propaganda were the most persuasive and why. This reinforces the learning objective.
Student instructions:
In the story, the World State sends all the interesting, creative, and independent people who don't fit in to live on islands. The World Controller calls it an "endless, uncertain experiment." But what would that society actually look like?
Your mission is to imagine and design a society on one of the islands.
1. Work in a small group. First, decide what kind of people your island has. Are they mostly scientists? Artists? Philosophers? People who just want to be alone?
2. Brainstorm the details. Think about these questions:
― What would their homes look like?
― What would they eat?
― What would their government be like? Would they have a leader, or would everyone be equal?
― What would be the most important rule in their society?
― What would be their biggest problem? (e.g., fighting, lack of resources, loneliness?)
3. Create a presentation. Prepare a short presentation for the class that explains your island society. You can draw a map of your island, act out a skit, or write a short "visitor's guide" to your island.
4. Be ready to share your ideas and explain why you made the choices you did.
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Notes for teachers:
This is a highly creative, collaborative, and student-led capstone project that connects directly to the module's most open-ended philosophical question.
It encourages systems thinking, as students must consider how different values (e.g., total freedom vs. organized science) would lead to different social structures and problems.
This activity could work as a group presentation, a poster session, or even a short video project.
Encourage students to think about the challenges. An island of only artists might be beautiful but unable to organize food production. An island of only scientists might be efficient but lack compassion. The goal is to think through the complexities — not necessarily to design a perfect, problem-free utopia.
If you haven't yet, check out the Unit Planning Guide for lesson plan ideas that help build up to these final projects.
Or go to the Tips & Hints page for miscellaneous helpful information on teaching using the module.
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