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The module is meant to help launch a conversation. Here are the reflection questions from the end of the module, as well as some strategies to help you to guide students to think more deeply, challenge their own assumptions, and listen to their peers.
2. Looking back at the story, do you wish you could change any of your choices? Were there moments when you wanted a different option that wasn’t shown?
3. Do you think all the characters you interviewed were telling the truth about being happy? Why or why not?
4. Which character in the story do you feel is most like you? Why?
5. After seeing both societies, do you think the people on the Reservation would be better off if they joined the World State? Why or why not?
Section B: Connecting to our world
2. The World Controller argues that giving up some freedoms is worth it to get rid of big problems like war and poverty. Do you agree? Can you think of examples from our world where people give up a little freedom for more safety?
3. The World State uses science and technology to solve human problems like sadness, loneliness, and discomfort. Do you think this is a good use of technology? What are the most important problems our world's technology should be trying to solve in the future?
4. The World State's solution for people who don't fit in (like Bernard) is to send them to an island. How does our own society treat people who think differently, challenge the rules, or don't fit in?
5. After exploring the World State and the Reservation, what is one important lesson you learned about what makes a "good" society? What is one rule you would want in a future society you help build?
Think, pair, share:
Before opening up the floor, give students 1-2 minutes to think silently, then 2-3 minutes to discuss their answer with a partner. This builds confidence and refines ideas before they speak to the whole group.
Play devil's advocate:
Gently challenge a student's initial response, regardless of whether you agree. "That's an interesting point. What might someone who disagrees with you say?" or "Could there be a negative side to that idea?"
Ask for evidence:
Prompt students to connect their opinions back to the module. "Where did you see that in the story?" or "Which character's experience makes you think that?"
Bridge between students:
Encourage direct interaction. "Maria, that sounds different from what David just said. David, what do you think of Maria's point?" or "Does anyone want to add to or challenge that idea?"
Use "What if...?" scenarios:
Push thinking by changing the parameters. "What if Soma had a small, negative side effect? Would it still be worth it?" or "What if only half the world was a World State and the other half was 'free'? What would happen?"
Here are specific follow-up questions and ideas to help you lead a conversation around the module. These ideas can help students move beyond simple answers and begin to grapple with the complex and ambiguous questions at the heart of Brave New World — and in our own society.
1. Theme: The nature of happiness
If students say the World State is good because everyone is happy:
― Follow-up: "Is 'feeling good' the same as 'being happy'? Can a person be truly happy if their feelings are chemically controlled by Soma?"
― Devil's advocate: "Bernard is an Alpha, but he isn’t happy. John read his old book and felt deep, painful emotions, but he also felt beauty. Who do you think had a more meaningful life?"
― Bring up: The idea of "shallow happiness" vs. "earned happiness." Is happiness that you don't have to work for or think about worth as much?
If students say the World State is bad because freedom is more important:
― Follow-up: "What about the people conditioned for simple jobs? The Director argued they are genuinely happy with their lives. Do we have the right to say their happiness isn't real, just because we wouldn't want it?"
― Devil's advocate: "Think about Linda. She lived with freedom and deep emotions on the Reservation, and she was miserable. All she wanted was the safety and comfort of the World State. Was she wrong?"
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2. Theme: Social control & conditioning
Connect to our world: “The World State controls its citizens through comfort and pleasure. In what ways does our own world use comfort and entertainment to influence people's behavior or thinking?”
When students identify modern "conditioning" (like advertising):
― Follow-up: "What's the difference between the World State's hypnopaedia (sleep-teaching) and the advertising we see every day? Is one more dangerous than the other? Why?"
― Bring up: The concept of consent. "Did the babies in the Conditioning Center consent to being taught to hate books? Do we consent to advertising? How?"
― Connect to identity: "If our likes, dislikes, and values are 'conditioned' into us by society, how much of our personality is truly 'us'?"
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3. Theme: Individuality vs. community
When students identify with a character (like Bernard or Lenina):
― Connect to our world: "The Director would say Bernard's unhappiness was a problem for society. Lenina would say his desire to be alone was 'anti-social'. In our world, when does being an individual become a problem for the community?"
Connect to the "islands": "The World State sends non-conformists to an island. Is this a punishment or a reward? What problems might a society made up only of non-conformist individuals face?" (This links to the Cyprus experiment mentioned by the Controller).
― Challenge binary thinking: "Is the only choice between a controlling society like the World State and a chaotic one like the Reservation? What might a third option — a better society — look like? What rules would it have?"
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4. Theme: Social structure & fairness
Connect to our world: “The World State assigns everyone a social role or 'caste' from birth. In what ways does our own society sort people into different groups or roles? Do you think this is fair?"
(If students struggle to think of examples, you can prompt them with ideas like private vs. public schools, different income levels, or the different expectations placed on people based on their gender or background.)
― Follow-up: "The Director and the Controller argue that the caste system is 'fair' because everyone is conditioned to be happy with their job. Do you agree? Can a system be fair if people at the top have much more power than people at the bottom, even if everyone seems happy?"
― Devil's advocate: "Is it even possible to have a complex society where every single person has equal status? If you could design a society from scratch, how would you balance fairness with social structure/hierarchy?"
Compare and contrast: "John was born into a life of hardship on the Reservation. Bernard was born to be a member of the top caste in the World State. Who has more control over their life?”
― Bring up: The concept of equality of opportunity vs. equality of outcome. "The World State focuses on making sure everyone is happy with their outcome. Our society often talks about giving everyone an equal chance to succeed. Which is more important? Can you have both?"
If you haven't yet, check out the Unit Planning Guide for lesson plan ideas to build a unit around the module.
Or visit the Tips & Hints page for miscellaneous practical advice about using the module.
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