Descriptor: The purpose of the independent novel project is to give the reader exposure to different
genres of literature. For the second quarter independent novel project, students will read a novel from
the dystopian genre. Dystopian literature is a type of science fiction that asks its readers to examine the
freedoms we often take for granted, and encourages its readers to stand up against injustice. After
reading one’s selected dystopian novel, students will complete three projects for the dystopian novel
study: an analysis of the novel (due December 21), a written response to the guiding question (due
December 21), and a product and presentation (due January 5),
Literature from the dystopian genre is typically “set in a futuristic society characterized by extreme
oppression and despondence… the governments are totalitarian insofar as they prevent the exercise of
free will and political dissidence” (Zuckerman). In other words, the governments portrayed in dystopian
literature tend to be autocratic and deny its citizens basic human rights. Exercising one’s free will or
speaking out or protesting against the government is strictly forbidden.
Reading Your Novel – Take Notes!
While you’re reading the novel, you are encouraged to take notes – or keep track of some things that
will be a great help when writing your analysis (you can do this as a journal if you’d like).
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What exactly is the author’s message (to the audience)? You’re reading a dystopian novel, so what
is the author trying to warn us against? What is the point that he/she is trying to prove? By
answering these questions, you are identifying the theme. Look at the five common themes
below, which one (or more) seem to fit best with your novel? You want to take notes and collect
passages (and page#) from the book that illustrate the theme.
o Most novels have multiple themes, but often there is one overarching theme. According to
“Totalitarianism and Dystopian Literature: A Review” by Josh Zuckerman, there are five
common themes found in most dystopian literature (theprincetontory.com):
 Governmental Monopoly of Information
 The Rewriting of History
 Equality as the Primary Motivating Agent of Governmental Actions
 The Loss of Individual Identity
 The Erosion of the Family
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Who is the narrator? Is the narrator a character in the story, or is the story told from a thirdperson point of view?
What’s the setting (where and when)? Consider how the setting is important to the overall story?
Know the plot – what are the main conflicts, what’s the climax, how are the conflicts resolved?
Know the main characters – both protagonist(s) and antagonist(s).
Passages from the book – direct quotes including page numbers – that support what you feel is the
overarching theme and that demonstrate the different characteristics of a dystopian novel.
Bibliography
“Dystopias: Definitions and Characteristics.” Read, Write, Think. 2006. Web. 14 Aug. 2014.
Zuckerman, Josh. “Totalitarianism and Dystopian Literature: A Review.” The Princeton Tory. 23 November 2014. Web.
23 September 2015.
Project #1 – Written Analysis
Option One - Write a critical analysis that examines the characteristics of dystopian literature found in your novel. Honors
students will identify three different characteristics and support each characteristic with three examples from the text. Nonhonors will identify two different characteristics and support each characteristic with two examples from the text. The
analysis is due Monday, December 21st. (As a guide, the analysis should be approximately 750 words). Submit analysis via
Google Drive to [email protected].
Option Two - Write a critical analysis of the novel’s theme. Honors students will identify two different themes and support
each theme with three examples from the text. Non-honors will identify one theme providing two examples from the text for
support. The analysis is due Monday, December 21st. (As a guide, the analysis should be approximately 750 words). Submit
analysis via Google Drive to [email protected].
Project #2 – Short Written Response – due December 21.
Based upon your reading of the novel you selected, write a one to two paragraph response that answers the question, What
can we learn about ourselves and our society from dystopian worlds? Use examples from the text for support.
Project #3 – Creative Product and Presentation – Choose one – due January 5.
Complete one product that you will present to the class. Your product must include a written explanation: What the product is
designed to illustrate? Your written explanation should include a short summary of the novel – what the story is about, who
the main character is, what the main conflict is.
Cartoon or Graphic Novel – Choose one significant scene from the novel that demonstrates either a characteristic of dystopian
literature or one of the five themes and illustrate the scene. The cartoon or graphic novel should be at least six squares.
Ten Passages – Choose ten different passages from the novel and explain the significance of each quote as it relates to different
characteristics of dystopian novels or themes. Make an effort to cover at least one characteristic and one theme. Each passage
(quote) must be accompanied by page number.
A Character Alphabet – Create a character alphabet for both the protagonist and antagonist in your novel. Create sentences
based on the alphabet scheme that demonstrate your knowledge of the characters, plot, and theme. Example from The Lottery:
A is for Mrs. Hutchinson’s argument that the lottery is not fair. B is for the black box that held the folded slips of paper. C is for
the communities that no longer hold a lottery….
Visual and Verbal Collage - Write the title of the book in the center of a sheet of paper. Then look through magazines for words,
phrases, and sentences that illustrate or tell something about your book. As you look, think in terms of the theme, setting, plot
line, as well as characters. Work to get fifty such words, phrases, or sentences so the whole sheet of paper will be covered. The
visual impact of the collage should tell a potential reader a lot about the book, and why the title of the novel is important and
how it relates to at least one of the novel’s themes.
Poem – Write a poem that shows how at least one characteristic of dystopian novels or theme was developed throughout the
novel.
Movie Trailer – create a movie trailer that shows what the story is about (the main conflict), who the main character is, and
incorporate at least one of the novel’s themes.
Scrapbook - Think about all the kinds of mementos you would put in a scrap book if you had one. Create a scrap book for one
of the main characters in your novel, cutting out pictures from magazines or drawing the mementos he or she would have in a
scrap book. Be sure to write the memories that belong to each visual – these “memories” should demonstrate the
development of at least one characteristic of dystopian novels or theme developed throughout the novel.
Character’s Fears and Dreams (Hopes) – One way we get to know characters is to think deeply about them and make
inferences based on their actions and on what they and others say about them. Through a person’s actions we can learn what
they fear and what they want to avoid the most, what they dream of and what they hope for. Identify what you believe the
protagonist and the antagonist fear the most and what they dream of and hope for. Your essays must include textual evidence
from the novel you used to come to your conclusions.
Create a Newspaper – Recreate important scenes from the novel in a newspaper. The articles in the paper must demonstrate
at least one dystopian novel characteristic and one theme. Newspaper should contain at least four articles, one advertisement,
one letter to the editor, and three photos with captions.