This 1984 unit plan takes students from pre-reading through the final project with lesson plans addressing point of view, historical context, speculative fiction / dystopia, symbolism, theme development, propaganda, structural devices, and more. Even if you omit lessons, the plan below provides a helpful structure for teaching 1984.

1984 Unit Plan overview:

• Pre-reading: Dystopic Visions
• Reading 1: 1984 Survival Guide
• Reading 2: Cold War Cartoon Conflict
• Reading 3: Dream Sequences
• Reading 4: Oligarchical Collectivism for KIDS!
• Reading 5: Winston’s Tragic Arc
• Wrap-up Lessons: Going Deep with Symbol and Motif
• Unit Project: Brother vs. Brotherhood (Propaganda Battle)

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Pre-reading Lessons

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Welcome to 1984

INTRODUCTION SLIDESHOW – 1984 (PDF or PPT)

INTO: Do you enjoy stories about imagined futures, strange possibilities, or hypothetical science? Are such stories just for fun or can they hold deeper importance? Explain your view.

THROUGH:  Prepare to read 1984 by viewing the slideshow and completing the introduction notes. We will think about…

• The literary genre of speculative fiction.
• The historical context that inspired the author.
• The key literary elements of the novel.

BEYOND: In the history of literature, 1984 is a big deal. (You will have to decide for yourself if such acclaim is warranted.) What do you think sets a piece of writing apart to make it literature?

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Anticipation Guide / Theme Subjects

ANTICIPATION GUIDE (HANDOUT)

INTO: 1984 includes controversial subjects and sensitive content. What are some ground rules that we can follow to ensure positive and collaborative discussion?

Explain your expectations for discussing readings that include violence, death, sexual encounters, sexual assault (imagined), misogyny, sexism, strong language, and upsetting themes.

THROUGH: Anticipation Guide (previewing theme subjects)

1. Respond to the statements on your own.
2. Identify three statements that you would like to discuss.
3. Group time: Take turns leading the discussion. When it is your turn to lead, start the discussion by sharing your response to the statement.
4. Share out: Which statement received the most attention from your group?

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Genre: Speculative Fiction

When talking about literature, it helps to categorize works into genres (types). You might discuss horror, mystery, adventure, romance, science fiction, memoir, et cetera. These genres are not set in stone, and there is often overlap.

1984 falls within the genre of dystopia fiction, fiction that imagines a horrible existence for humanity. Other works in the genre of dystopia fiction include The Handmaid’s Tale, The Hunger Games, The Road, A Clockwork Orange, Divergent, and Brave New World.

We will read a short example of speculative fiction to get us thinking about the genre.

SPECULATIVE FICTION ANALYSIS (HANDOUT)

Reading suggestions: (The handout will work with any short work of speculative fiction.)

BEYOND: Time for you to speculate. What do you think the world might be like in 50 years? How about 500 years?

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1984 Lesson Plans: Reading 1

(Part 1: Chapters I-IV)

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Discussion Set #1

DISCUSSION SET #1

Suggestion: Assign each group 1 question from the top, 1 question from the bottom, and 1 excerpt. The group discusses and prepares 3 responses to share with the class.

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Survival Guide: 1984

SURVIVAL GUIDE – 1984 (HANDOUT)

Winston Smith explains that there is nothing illegal about keeping a diary since there are no official laws. However, he knows that “if detected it was reasonably certain that it would be punished by death, or at least twenty-five years in a forced labor camp” (6).

Orwell asks us to imagine a hypothetical London under totalitarian rule. In this speculative setting, one’s survival depends on understanding the unwritten and unspoken rules of the society.

Part 1: Collect Textual Evidence regarding survival in 1984 under Party rule.

Part 2: Create a 1984 Survival Guide.

CLOSING: The Party could clarify the expectations through clear laws and straight-forward guidelines. Why do you think the Party prefers to leave the rules unspoken?

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Visualizing Winston’s World

IMAGERY LESSON HANDOUT

When you become immersed in reading, do you start to see a movie playing in your mind? When your imagination is experiencing the reading this way, the pages seem to fly by.

Visualization, the ability to “see” what you are reading in your “mind’s eye” not only keeps you reading, it also improves comprehension. The visualization in your imagination reflects the author’s ability to create imagery with language.

Activity: Imagery & Visualization

Imagery is the author’s use of vivid descriptions, especially sensory details, that appeal to our imaginations. Imagery allows us to experience the story in the “mind’s eye.” You will turn some of Orwell’s imagery into a visualization. You will focus on one element from 1984. Start by collecting imagery words and phrases from the first four chapters that describe the chosen element.

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Totalitarian Case Studies

TOTALITARIAN CASE STUDIES (HANDOUT)

INTO: How much control should the government have? Most citizens and residents want things to be “under control” in the interests of safety and prosperity, but they do not want to be controlled themselves. What is the right balance? Choose a value and explain your choice.

THROUGH: The Party described in 1984 has turned government control up to 11, but the idea of totalitarianism is not a matter of fiction. When George Orwell was writing the novel in 1949, Nazi Germany, fascist Italy, and imperial Japan had been defeated, but the specter of totalitarianism endured in other forms.

Activity: Totalitarian Case Studies

BEYOND: A.I. and Total Control — Some theorists warn that the development of artificial intelligence could aid totalitarian states. AI might enable continuous surveillance, flawless censorship, omnipresent indoctrination, and unlimited reporting capabilities. The “singleton hypothesis” theorizes that an AI could rise to take control of us all. What do you think?

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1984 Lesson Plans: Reading 2

(Part 1: Chapters V-VIII)

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Discussion Set #2

DISCUSSION SET #2 (HANDOUT)

Alternative approach: Each student chooses 1 question from the top set, 1 question from the bottom set, and 1 excerpt and responds in writing. The class then addresses all questions in order.

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Word Wars! Two Minutes Hate

TECHNIQUES SLIDESHOW (PDF or PPTX)

INTO: How does the Party in 1984 attempt to control the hearts and minds of the populace? List the methods you have observed.

THROUGH: When Orwell was writing 1984, World War II was a recent memory and the Cold War had begun. Orwell would have been inundated with propaganda, one-sided persuasion intended to advance a viewpoint without regard for fairness or even truth.

Nowadays, we too are inundated with misleading information and erroneous persuasion. Whether it is political rhetoric, advertising campaigns, social media influencers, or even institutional learning, we must be wary of “guidance” that is misguided. Can you give an example of dishonest persuasion?

Propaganda Notes:

WORD WARS: PROPAGANDA (HANDOUT)

BEYOND: Imagine that you are working in the Ministry of Truth, and it is your turn to write part of the Two Minutes Hate. Start by identifying THREE propaganda techniques you will utilize.

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Cold War Cartoon Conflict

COLD WAR CARTOON CONFLICT (HANDOUT)

INTO: Do you lean more capitalist, more socialist, or perhaps even communist?

THROUGH: This part of 1984 suggests that a revolution defeated the evil capitalists in favor of Ingsoc (English Socialism). The reading includes the terms bourgeoisie, Labor Party, ruling class, and proles (proletarians). In communist theory, the proletariat (workers) rise and defeat the bourgeoisie (the owners) and create a classless society where property is owned collectively. Ingsoc has the trappings of communism (calling people comrade, working class uniforms, etc.) but it is clearly not a classless society.

In Orwell’s time, the opposing “isms” of capitalism and communism, an extreme form of socialism, fought for the hearts and minds of nations and people. Proponents relied on propaganda, the spreading of one-sided messages. Despite the easily recognized bias, history shows that propaganda techniques work.

Today we will be watching several cartoons representing both sides of the Cold War.

BEYOND:  Some of this propaganda seems heavy-handed to the point of silliness. Do you think similar approaches would work on modern audiences? Explain your answer.

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Symbolism Review

SYMBOLS AND FAMOUS TITLES CHALLEGE (SLIDES in PPTX or PDF)

INTO: See the symbol and shout out the title of the work. Then try to explain what the symbol represents. (Literary symbols often represent several ideas.)

THROUGH: Orwell uses symbolism. Objects, images, actions, places, and particular phrases in the story are imbued with added meaning. Some of the symbols are obvious and some are subtle. Some of the symbols are easily interpreted, and some are not.

Review symbolism by analyzing the symbolism in a short story.

SYMBOLISM PRACTICE: SHORT STORY (HANDOUT)

Short story recommendations:

• “Marigolds” by Eugenia W. Collier (5 pages)—easy
• “Everyday Use” by Alice Walker (8 pages)—moderate
• “A White Heron” by Sarah Orne Jewett (7 pages)—moderate
• “The Minister’s Black Veil” by Nathaniel Hawthorne (12 pages)—challenging

BEYOND: What is the point of including symbolism? Why add layers of hidden meaning that may or may not be understood by the reader? What is the benefit?

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1984 Lesson Plans: Reading 3

(Part 2: Chapters I-VII)

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Discussion Set #3

DISCUSSION SET #3 (HANDOUT)

BEYOND: Explain ONE insight (new understanding) you gained from today’s discussion.

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Character Profiles and Conflicts

CHARACTER PROFILE (HANDOUT)

INTO: Think about your favorite stories (novels, films, scriptures, shows, myths, and so on). What types of characters interest you? (You might also consider social media “characters.”)

THROUGH: At this point in the novel, Orwell has fully formed Winston and Julia in our imaginations.  The process of creating a character as a result of relevant details is called characterization. Some characterization is direct (stated plainly), and some characterization is indirect (you must make inferences).

At this point we also recognize the conflicts the drive the story. Winston and Julia struggle against external forces like malicious government agencies and life-and-death situations. They also deal with internal conflicts, the thoughts and emotions that trouble them.

BEYOND:  Since Winston is the protagonist, we expect him to be a dynamic character who changes over the course story. How do you think Winston might change by the end of 1984? Explain your answer.

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Forms of Foreshadowing

INTO: Authors often give hints about what will happen in the story — perhaps the inclusion and description of an object that will become important, a particular word choice, or even a psychic vision. This device is foreshadowing. To give a famous example, Shakespeare’s chorus reveals the tragic ending of Romeo and Juliet in the first scene.

Why do storytellers give hints about the rest of the story or even outright spoilers?

THROUGH: Elementary students learn that these clues / previews add interest and keep the reader guessing. High school and college students should recognize the different forms of foreshadowing and understand how instances relate to structural effects (e.g., suspense), theme development, and shaping the reader’s point of view.

FORESHADOWING FORMS (HANDOUT)

PRACTICE STORY: “The Landlady” by Roald Dahl

BEYOND: This lesson foreshadows Orwell’s extensive use of foreshadowing. Apply what you know about foreshadowing to what we have read so far in 1984. Which details / excerpts from the novel do you interpret as foreshadowing?

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Dream Sequences

INTO: Do you have vivid dreams that you remember? What is your view on the meaning of dreams? Do your dreams carry any significance for you? Explain your view.

THROUGH: Dreams have fascinated humanity since ancient times. The people of Akkad (Mesopotamia) believed dreams were messages from the gods. Some African faiths view dreams as communication with venerated ancestors. In his The Interpretation of Dreams, Sigmund Freud theorized that dreams are glimpses into secret desires. Still others consider dreaming a metaphysical state that can reveal profound understanding.

Are dreams a legitimate tool for psychological analysis? A meaningless byproduct of neurological processes? Messages from the great beyond? Personal epiphanies from the subconscious? Entertaining diversions?

Activity: Dream Analysis

Dreaming is an important motif in 1984. Choose one of Winston’s dreams from the novel, and work with a group to analyze it. (Motif: A recurring element that has special significance in relation to other narrative elements. If a motif represents something other than itself, it is a symbol.)

Winston’s dreams

1. Which details are the most important?
2. Interpret what the dream means. What would you tell Winston if you were his friend, confidant, or even his professional dream interpreter?
3. Take a step back and think about the narrative purpose(s) behind the dream. Why does Orwell include it?
4. Share your analysis with the class.

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1984 Lesson Plans: Reading 4

(Part 2: Chapters VIII-X)

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Discussion Set #4

DISCUSSION SET #4 (HANDOUT)

Suggestion: Assign each group 1 question from the top, 1 question from the bottom, and 1 excerpt. The group discusses and prepares 3 responses to share with the class.

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Oligarchical Collectivism for KIDS!

THE GREAT OWL BATTLE (SLIDESHOW, PDF)

INTO: Einstein said, “If you can’t explain it to a six-year-old, then you don’t understand it yourself.” Do you agree?

THROUGH: 1984 includes chapters from The Theory and Practice of Oligarchical Collectivism by Emmanuel Goldstein. (This device is called an in-universe text.) In the Brotherhood’s forbidden manifesto, Goldstein explains the principles behind Party rule.

The Theory and Practice of Oligarchical Collectivism is not light reading.  Winston makes sense of the text easily as it confirms much of what he suspected. It helps that he is an educated member of the Party and an institutional insider.

A revolution against Big Brother will rely largely on proles, young people, and people who do not work in government ministries. How can we make this information accessible to everyone? You will serve the Brotherhood by bringing the ideas of Emmanuel Goldstein to the people. 

OLIGARCHICAL COLLECTIVISM FOR KIDS!

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Propaganda in Context

PROPAGANDA GALLERY (TO PRINT / DISPLAY)

INTO:  Why all the Cold War? When Orwell wrote 1984, the Cold War era had begun. The capitalist West and the USSR (Soviet Union) had just allied to win World War II. So why the enmity? If one nation wants to be capitalist and another wants to be communist, what’s the problem?

THROUGH: Through 1984 Orwell speculated on the geo-political future. (Today, the novel reads more like an alternative history.) Orwell theorized that the Russian Revolution, World Wars, the formation of the Communist Bloc, and the response of the capitalist West might result in world controlled by a small number of totalitarian superpowers.

Additional background: (You may want to view/read one or two as a class before starting the gallery activity.)

Propaganda Gallery Activity:

Combine what you have learned about the historical context of the novel and the persuasive techniques of propaganda by analyzing graphic designs from the Cold War.

• Analyze the first example as a class.
• Break into small groups or partners to analyze examples (one image per group).
• Present (Project images if possible.)

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Here Comes the Chopper!

The nursery rhyme “Oranges and Lemons” is by no means original to 1984. The first written evidence of the rhyme dates to 1744. The “Oranges and Lemons” dance/game is documented as early as 1665. When an author mentions a well-known work or a cultural touchstone as a reference, it is called an allusion.

Before we think about the original meaning of “Oranges and Lemons” or the Orwell’s purpose behind the allusion, it is mandatory that you sing the melody and play the game.

Activity: Here Comes the Chopper!

HERE COMES THE CHOPPER! (HANDOUT)

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1984 Lesson Plans: Reading 5

(Part 3: Chapters I-VI)

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Discussion Set #5

DISCUSSION SET #5 (HANDOUT)

These are really some of the payoff discussions as students have now read the novel in its entirety.

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Winston’s Character Arc

INTO: Main characters often embark on a personal journey that changes their views and/or personality. Sometimes the journey changes their identity completely and permanently.  This journey is known as a character arc.

• Make a list of well-known characters that change (dynamic characters).
• Make a list of well-known characters that remain the same (static characters).
• Choose one dynamic character and explain their transformation (character arc).

THROUGH: Chart an example of the hero’s journey. Then analyze Winston’s unheroic character arc.

CHARACTER ARC (HANDOUT)

BEYOND: Were you hoping that Winston’s character arc would have a heroic resolution? Did you want him to complete his transformation and help defeat Big Brother? Why is it important thematically that Winston’s character arc end in submission rather than heroic triumph?

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Orwell’s Style – Excerpt Experts

EXCERPT EXPERTS (HANDOUT)

INTO:  Wherever there is creation there is style. We know how to describe a fashion designer’s style or a musician’s style, but what do we mean by an author’s style when it comes to their use of language?

What are some words that might describe an author’s style of language? What elements or methods make up an author’s style?

THROUGH: How would you describe Orwell’s language style to someone asking about the novel?

In analyzing an author’s style of language, it makes sense to examine specific examples. Demonstrate your understanding of language style by analyzing ONE excerpt from 1984.

Group task: Excerpt Experts

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Orwell on Literature

COMPANION TO “THE PREVENTION OF LITERATURE” (PDF, 4 pages)

Note: Reading the essay and answering the questions will take more than an hour.  Students may need to additional time (e.g., finishing the questions as homework).

Orwell was a journalist, novelist, and essayist. Today you will read an essay he wrote to his fellow writers in 1946.  Think about what Orwell says about intellectual freedom, his politics as a socialist, and his views on the responsibilities of the writing community. Also, look for ideas that he would soon explore in 1984.

Nonfiction Text: “The Prevention of Literature” by George Orwell

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Teaching 1984: Wrap-up Lessons

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Going Deep: Symbol and Motif

SYMBOL AND MOTIF (HANDOUT)

Task: Use textual evidence in explaining ONE symbol or motif in 1984.

Do not get stuck on the semantics. Is Julia’s sash a symbol of her hidden sexuality, or is it is part of the motif of clothing and appearances? It does not matter if you use the “correct” label.  What matters is that you know how the element impacts the telling.

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Structural Devices and Effects

STRUCTURE IN LITERATURE (8 SLIDES, PDF)

The first time I read 1984, George Orwell had me in the palm of his hand. To this day I still wonder if Julia is an agent of the Thought Police. I was feeling the mystery, tension, and surprise just as Orwell intended.  We are going to analyze the “plays” in Orwell’s structural playbook — the structural devices he uses for effect.

STRUCTURE AND EFFECTS (HANDOUT)

BEYOND: Did the structural devices of 1984 have the intended effects on you? Did you feel mystery, suspense, tension, or surprise? Explain your answer.

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What’s the Big Idea? (theme development)

1984 COVERS SLIDESHOW

INTO: Cover Story: View these 1984 Book covers (7 Slides) and vote for the best design. Which appeals to you aesthetically (based on looks)? Which example best captures the message and spirit of the book? Explain.

THROUGH: The word “theme” has different meanings. Today we are not talking about a prom theme or theme parks or theme music. In studying literature, the theme is the message. You should always express the theme as a complete sentence. For example, “love is nice.”

List theme subjects found in 1984 — include even the less important subjects at this point. (Compile a class list.)

THEME DEVELOPMENT (HANDOUT)

BEYOND: Which theme has prominence above all others in the novel? Explain. Also, is there a message with which you strongly agree or strongly disagree? Explain.

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1984 Unit Final Project: Brother vs. Brotherhood

1984 PROPAGANDA PROJECT

The Party and its Ministry of Truth use censorship and propaganda to indoctrinate the people of Oceania. Propagandistic messages pervade newspapers, novels, textbooks, slogans, rallies, music, fraternal organizations, and broadcasts like the Two Minutes Hate. The Brotherhood, if it actually exists at all, must rely on the secretive transmission of subversive missives.

You have been taught to be balanced, logical, unbiased, and honest when persuading others.  Well, forget all that. You will take the side of Big Brother and The Ministry of Truth OR Emmanuel Goldstein and The Brotherhood and garner the support of the populace. Remember that your reasons and methods should be unfair, biased, and fallacious. You will be graded on how well you create propaganda materials for one of the sides, present your materials to the class, and explain propaganda techniques that you used.

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1984 Unit Test

Finding a 1984 unit test that perfectly suites your needs is practically impossible. Making your own test from scratch (i.e., writing every test item) takes too much valuable time. This test bank strikes the perfect balance by giving a wealth of options, saving time, and enabling customization.

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Thanks for checking out 1984 Unit Plan.

Teaching 1984 to high school students can be approachable, rewarding, and even fun when you have effective and engaging lesson plans. If you feel that these ideas make the grade, download the complete 1984 teaching guide which provides a comprehensive playbook with all the instructional materials you need. All the 1984 teaching materials (handouts and slideshows) come in file formats that you can modify if necessary.

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