Fahrenheit 451 Fahrenheit 451 Reading Activity Packet Name by chenboying

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									Fahrenheit 451 Reading/Activity Packet Name:______________

Do you think it would be beneficial to everyone if everybody was finally equal? People would be, “equal every which way. Nobody was smarter than anybody else. Nobody was better looking than anybody else. Nobody was stronger or quicker than anybody else. Paragraph: 8-10 sentences 1. Take a position 2. Write 8-10 sentences explaining your answer 3. Must have at least four supports for your argument ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ How would you make everyone equal? What type of things would you use to force equality? Need 3- 5 ideas 1. ____________________________________________________________________ 2. ____________________________________________________________________ 3. ____________________________________________________________________ 4._____________________________________________________________________ 5.______________________________________________________________________

Harrison Bergeron
by Kurt Vonnegut (1961)

THE YEAR WAS 2081, and everybody was finally equal. They weren’t only equal before God and the law. They were equal every which way. Nobody was smarter than anybody else. Nobody was better looking than anybody else. Nobody was stronger or quicker than anybody else. All this equality was due to the 211th, 212th, and 213th Amendments to the Constitution, and to the unceasing vigilance of agents of the United States Handicapper General.
Some things about living still weren‟t quite right, though. April, for instance, still drove people crazy by not being springtime. And it was in that clammy month that the H-G men took George and Hazel Bergeron‟s fourteen-year-old son, Harrison, away. It was tragic, all right, but George and Hazel couldn‟t think about it very hard. Hazel had a perfectly average intelligence, which meant she couldn‟t think about anything except in short bursts. And George, while his intelligence was way above normal, had a little mental handicap radio in his ear. He was required by law to wear it at all times. It was tuned to a government transmitter. Every twenty seconds or so, the transmitter would send out some sharp noise to keep people like George from taking unfair advantage of their brains. George and Hazel were watching television. There were tears on Hazel‟s cheeks, but she‟d forgotten for the moment what they were about. On the television screen were ballerinas. A buzzer sounded in George‟s head. His thoughts fled in panic, like bandits from a burglar alarm. “That was a real pretty dance, that dance they just did,” said Hazel. “Huh?” said George. “That dance – it was nice,” said Hazel. “Yup,” said George. He tried to think a little about the ballerinas. They weren‟t really very good – no better than anybody else would have been, anyway. They were burdened with sashweights and bags of birdshot, and their faces were masked, so that no one, seeing a free and graceful gesture or a pretty face, would feel like something the cat drug in. George was toying with the vague notion that maybe dancers shouldn‟t be handicapped. But he didn‟t get very far with it before another noise in his ear radio scattered his thoughts. George winced. So did two out of the eight ballerinas. Hazel saw him wince. Having no mental handicap herself she had to ask George what the latest sound had been. “Sounded like somebody hitting a milk bottle with a ball peen hammer,” said George.

“I‟d think it would be real interesting, hearing all the different sounds,” said Hazel, a little envious. “All the things they think up.” “Um,” said George. “Only, if I was Handicapper General, you know what I would do?” said Hazel. Hazel, as a matter of fact, bore a strong resemblance to the Handicapper General, a woman named Diana Moon Glampers. “If I was Diana Moon Glampers,” said Hazel, “I‟d have chimes on Sunday – just chimes. Kind of in honor of religion.” “I could think, if it was just chimes,” said George. “Well – maybe make „em real loud,” said Hazel. “I think I‟d make a good Handicapper General.” “Good as anybody else,” said George. “Who knows better‟n I do what normal is?” said Hazel. “Right,” said George. He began to think glimmeringly about his abnormal son who was now in jail, about Harrison, but a twenty-one-gun salute in his head stopped that. “Boy!” said Hazel, “that was a doozy, wasn‟t it?” It was such a doozy that George was white and trembling and tears stood on the rims of his red eyes. Two of the eight ballerinas had collapsed to the studio floor, were holding their temples. “All of a sudden you look so tired,” said Hazel. “Why don‟t you stretch out on the sofa, so‟s you can rest your handicap bag on the pillows, honeybunch.” She was referring to the forty-seven pounds of birdshot in canvas bag, which was padlocked around George‟s neck. “Go on and rest the bag for a little while,” she said. “I don‟t care if you‟re not equal to me for a while.” George weighed the bag with his hands. “I don‟t mind it,” he said. “I don‟t notice it any more. It‟s just a part of me. “You been so tired lately – kind of wore out,” said Hazel. “If there was just some way we could make a little hole in the bottom of the bag, and just take out a few of them lead balls. Just a few.” “Two years in prison and two thousand dollars fine for every ball I took out,” said George. “I don‟t call that a bargain.” “If you could just take a few out when you came home from work,” said Hazel. “I mean – you don‟t compete with anybody around here. You just set around.” “If I tried to get away with it,” said George, “then other people‟d get away with it and pretty soon we‟d be right back to the dark ages again, with everybody competing against everybody else. You wouldn‟t like that, would you?” “I‟d hate it,” said Hazel.

“There you are,” said George. “The minute people start cheating on laws, what do you think happens to society?” If Hazel hadn‟t been able to come up with an answer to this question, George couldn‟t have supplied one. A siren was going off in his head. “Reckon it‟d fall all apart,” said Hazel. “What would?” said George blankly. “Society,” said Hazel uncertainly. “Wasn‟t that what you just said?” “Who knows?” said George. The television program was suddenly interrupted for a news bulletin. It wasn‟t clear at first as to what the bulletin was about, since the announcer, like all announcers, had a serious speech impediment. For about half a minute, and in a state of high excitement, the announcer tried to say, “Ladies and gentlemen – ” He finally gave up, handed the bulletin to a ballerina to read. “That‟s all right –” Hazel said of the announcer, “he tried. That‟s the big thing. He tried to do the best he could with what God gave him. He should get a nice raise for trying so hard.” “Ladies and gentlemen” said the ballerina, reading the bulletin. She must have been extraordinarily beautiful, because the mask she wore was hideous. And it was easy to see that she was the strongest and most graceful of all the dancers, for her handicap bags were as big as those worn by two-hundred-pound men. And she had to apologize at once for her voice, which was a very unfair voice for a woman to use. Her voice was a warm, luminous, timeless melody. “Excuse me – ” she said, and she began again, making her voice absolutely uncompetitive. “Harrison Bergeron, age fourteen,” she said in a grackle squawk, “has just escaped from jail, where he was held on suspicion of plotting to overthrow the government. He is a genius and an athlete, is under–handicapped, and should be regarded as extremely dangerous.” A police photograph of Harrison Bergeron was flashed on the screen – upside down, then sideways, upside down again, then right side up. The picture showed the full length of Harrison against a background calibrated in feet and inches. He was exactly seven feet tall. The rest of Harrison‟s appearance was Halloween and hardware. Nobody had ever worn heavier handicaps. He had outgrown hindrances faster than the H–G men could think them up. Instead of a little ear radio for a mental handicap, he wore a tremendous pair of earphones, and spectacles with thick wavy lenses. The spectacles were intended to make him not only half blind, but to give him whanging headaches besides.

Scrap metal was hung all over him. Ordinarily, there was a certain symmetry, a military neatness to the handicaps issued to strong people, but Harrison looked like a walking junkyard. In the race of life, Harrison carried three hundred pounds. And to offset his good looks, the H–G men required that he wear at all times a red rubber ball for a nose, keep his eyebrows shaved off, and cover his even whi te teeth with black caps at snaggle–tooth random. “If you see this boy,” said the ballerina, “do not – I repeat, do not – try to reason with him.” There was the shriek of a door being torn from its hinges. Screams and barking cries of consternation came from the television set. The photograph of Harrison Bergeron on the screen jumped again and again, as though dancing to the tune of an earthquake. George Bergeron correctly identified the earthquake, and well he might have – for many was the time his own home had danced to the same crashing tune. “My God –” said George, “that must be Harrison!” The realization was blasted from his mind instantly by the sound of an automobile collision in his head. When George could open his eyes again, the photograph of Harrison was gone. A living, breathing Harrison filled the screen. Clanking, clownish, and huge, Harrison stood in the center of the studio. The knob of the uprooted studio door was still in his hand. Ballerinas, technicians, musicians, and announcers cowered on their knees before him, expecting to die. “I am the Emperor!” cried Harrison. “Do you hear? I am the Emperor! Everybody must do what I say at once!” He stamped his foot and the studio shook. “Even as I stand here –” he bellowed, “crippled, hobbled, sickened – I am a greater ruler than any man who ever lived! Now watch me become what I can become!” Harrison tore the straps of his handicap harness like wet tissue paper, tore straps guaranteed to support five thousand pounds. Harrison‟s scrap–iron handicaps crashed to the floor. Harrison thrust his thumbs under the bar of the padlock that secured his head harness. The bar snapped like celery. Harrison smashed his headphones and spectacles against the wall. He flung away his rubber–ball nose, revealed a man that would have awed Thor, the god of thunder. “I shall now select my Empress!” he said, looking down on the cowering people. “Let the first woman who dares rise to her feet claim her mate and her throne!” A moment passed, and then a ballerina arose, swaying like a willow.

Harrison plucked the mental handicap from her ear, snapped off her physical handicaps with marvelous delicacy. Last of all, he removed her mask. She was blindingly beautiful. “Now” said Harrison, taking her hand, “shall we show the people the meaning of the word dance? Music!” he commanded. The musicians scrambled back into their chairs, and Harrison stripped them of their handicaps, too. “Play your best,” he told them, “and I‟ll make you barons and dukes and earls.” The music began. It was normal at first – cheap, silly, false. But Harrison snatched two musicians from their chairs, waved them like batons as he sang the music as he wanted it played. He slammed them back into their chairs. The music began again and was much improved. Harrison and his Empress merely listened to the music for a while – listened gravely, as though synchronizing their heartbeats with it. They shifted their weights to their toes. Harrison placed his big hands on the girl‟s tiny waist, letting her sense the weightlessness that would soon be hers. And then, in an explosion of joy and grace, into the air they sprang! Not only were the laws of the land abandoned, but the law of gravity and the laws of motion as well. They reeled, whirled, swiveled, flounced, capered, gamboled, and spun. They leaped like deer on the moon. The studio ceiling was thirty feet high, but each leap brought the dancers nearer to it. It became their obvious intention to kiss the ceiling. They kissed it. And then, neutralizing gravity with love and pure will, they remained suspended in air inches below the ceiling, and they kissed each other for a long, long time. It was then that Diana Moon Glampers, the Handicapper General, came into the studio with a double-barreled ten-gauge shotgun. She fired twice, and the Emperor and the Empress were dead before they hit the floor. Diana Moon Glampers loaded the gun again. She aimed it at the musicians and told them they had ten seconds to get their handicaps back on. It was then that the Bergerons‟ television tube burned out. Hazel turned to comment about the blackout to George.

But George had gone out into the kitchen for a can of beer. George came back in with the beer, paused while a handicap signal shook him up. And then he sat down again. “You been crying?” he said to Hazel. “Yup,” she said, “What about?” he said. “I forget,” she said. “Something real sad on television.” “What was it?” he said. “It‟s all kind of mixed up in my mind,” said Hazel. “Forget sad things,” said George. “I always do,” said Hazel. “That‟s my girl,” said George. He winced. There was the sound of a riveting gun in his head. “Gee – I could tell that one was a doozy,” said Hazel. “You can say that again,” said George. “Gee –” said Hazel, “I could tell that one was a doozy.”

Harrison Bergeron 1. What are the implications of the opening sentence, “The year was 2081, and everyone was finally equal?”

2. What are the functions of the agents of “he United States Handicapper General”?

3. How is being average achieved and enforced?

4. Why is Harrison Bergeron such a threat to society? How old is he? How has he been “handicapped”?

5. Why was the killing of Harrison Bergeron so significant? Did Harrison have to die for the sake of society?

6. What is the theme to the story? 7. If you lived in Harrison Bergeron’s world, what sorts of handicaps do you think that you might be given? Why? Why do you think these are your strengths? Draw a picture of how you would be handicapped on the back of the paper. - Draw a person with the handicaps or draw the handicap apparatuses. - Must have 2 handicaps - Must have 2 sentences next to each handicap explaining why you gave yourself that handicap. (I gave myself weights on my arms. I am a pitcher and I can throw very fast, so the weights will impair my abilities. )

Vocabulary: Below are words that you will encounter in Fahrenheit 451 or use to discuss the novel. Make sure you are familiar with them and understand their meanings. Society Words hedonism: devotion to pleasure of self gratification as a way of life. The people’s hedonism made them search out frivolous sources of amusement. misfit: someone who is not suited for a situation or is unable to adjust to a situation. Anyone who did not take part in these mindless pleasures was called a misfit. antisocial: unwilling or unable to associate with other people in a normal or friendly way. An antisocial person sometimes gets into trouble with the authorities. fanatic: someone with extreme zeal or enthusiasm. A fanatic will often die for a cause. proclivity: a natural inclination or tendency. His proclivity was to be a bully. titillation: the state of being pleasantly excited. A hint of scandal is a source of titillation for many. vapid: lacking spirit; dull. Without a challenge to overcome, life becomes vapid. The Depths oblivion: forgetfulness; blankness; nonexistence. In search of oblivion, many people turn to harmful drugs. abyss: the lowest or most hopeless depths. The lonely man fell in an abyss of despair. plummet: to fall sharply down; plunge. Suddenly released, the boulder plummeted earthward. falter: to hesitate or waver. His steps faltered, and then he fell to the ground. cacophony: a harsh and meaningless mixture of sounds. A cacophony of shouts and screams greeted the winner. centrifuge: a device whose rapid spinning motion forces something in it or on it to move outward from the center. A centrifuge is used to separate milk from the cream. The Mechanical Hound olfactory: relating to the sense of smell. Her olfactory skills helped make her a successful head chef. proboscis: a long flexible snout, as on an elephant. The anteater uses its proboscis to gather food.

multifaceted: having many lenses, as in the compound eye of an insect. The multifaceted eyes on a fly can quickly detect motion from any direction. ballistics: the study of the motion of projectiles such as bullets or bombs. A ballistics expert on the police force examined the pistol. trajectory: the curved path that a bullet or a shell follows after it is fired. An error in trajectory made the bomb miss its target. Fire Words: immolation: a sacrificial burning of something. The common people of Montag’s day cheered the immolation of human culture. noncombustible: not capable of catching fire and burning. The buildings of Montag’s century are noncombustible. arsonist: someone who maliciously sets fire to another’s property. A twentieth-century arsonist burned buildings, not books. Light Words phosphorescent: giving off light without giving off heat. A firefly emits a phosphorescent glow. luminous: bathed in glowing light. The moon cast a luminous path across the water. suffuse: to spread over all the parts of. Darkness suffused the city. meteor: a usually small particle of matter that falls into Earth’s atmosphere, where friction causes it to glow. He saw the sudden flash of a meteor overhead. Theme/ Literature Words: censorship: It is the practice or act of removing material from things we encounter every day on the grounds that it is obscene, vulgar, and/or highly objectionable. Whether it is on TV, in music, books or on the Internet, censorship is an inescapable part of human society. science fiction: is a form of literature that deals principally with the impact of actual or imagined science upon society or individuals. Science concerns itself with the discovery and science fiction concerns itself with the consequences of the discoveries. dystopia: an imaginary wretched place, the opposite of a utopia utopia: a place or state of ideal perfection

Fahrenheit 451 Fahrenheit 451 is a fascinating novel describing an oppressive world of the future. Books are burned to discourage citizens from thinking and four walled televisions keep the people perpetually entertained. Fahrenheit 451 is about the harmful effects of censorship, but it is much more. The novel explores censorship; moreover, it explores the idea of a so-called utopia in which everyone is happy. What is extraordinary about Fahrenheit 451 is Ray Bradbury's vision. The novel was written more than forty five years ago, yet Bradbury predicted so many of the events today. As you read the novel, think of interactive television, DNA as it relates to the Mechanical Hound, suppressive medicines, teenagers killing for the sport of it, political correctness and government cover-ups. Novel Themes: 1. Warns against the danger of suppressing thought through censorship. 2. The government left unchecked does irreparable damage to society by stopping creativity and freedom of its people.

3. The dystopian society demands order at the expense of individual rights Respond: What books, current movies, videos, or television shows do you think are inappropriate for people your age to read or view? Why? ( Need two ideas with thoughts)
1.

2. Do you think your community, school, government, parents, etc. should a) ban them b) make them off limits c) not worry about them d) discuss them with an open mind? Explain your response with examples (5-6 sentences) _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Bradbury begins the novel with a quote from Juan Ramon Jimenez” “ If they give you ruled paper, write the other way.” Why do you think Bradbury decided to start the novel with this quote? What do you think this quote means? ( 5-6 sentences) _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

The Fifties
As much as Fahrenheit 451 is about a time in the not-too-distant future, Ray Bradbury’s novel is anchored in the 1950s. Mildred Montag sits like a zombie in front of a telescreen. The sound of jet fighters crosses the sky in preparation for war. A neighborhood sits full of cookie-cutter houses and the complacent souls who live in them. All of these would have been familiar scenes to a writer at work in 1953. The era following World War II in the United States was known for its productivity, its affluence, and its social conformity. The economy was strong. The technology of television, air travel, and the transistor brought the future to the front stoop. The neighborhood Montag lives in probably looks a lot like Levittown, the famous low-cost housing development of the age that ushered in the rise of suburbia. But always, in the background, were rumors of war. Although the 1950s are remembered as a decade of peace and prosperity, they were anything but. The Korean War, which ended in the year that Fahrenheit 451 was published, saw tens of thousands of American deaths. The larger Cold War that lingered was a source of constant anxiety. In the new atomic age, everyone was learning that the world could be destroyed with the push of a button, a fate Bradbury more than hints at in his novel. Not only were governments endowed with nuclear weapons, they exercised the power to persecute suspected enemies closer to home. The Congressional House Committee on Un-American Activities began investigating suspected espionage in 1946, and within a few years Senator Joseph McCarthy of Wisconsin was charging, without evidence, that dozens of government officials were Communist party members. Meanwhile, memories of Nazi book burnings and soviet censorship was still fresh in people's minds. As a result, censorship was alive and well in the media. Communists were assailed in the press. Comic books were condemned as subversive by parents and educators. Images of the “organization man” and the “lonely crowd” reflected changes in the American spirit. For all their prosperity and rising expectations, the 1950s were a decade of atomic tests and regional wars; racial segregation; government censorship and persecution; subtly enforced social orthodoxy; and building angst. The social and psychological problems of the era moved to the forefront in Fahrenheit 451, a book in which a society that seems oddly unAmerican in its intolerance of books also seems to reflect a double-edged prosperity that had overtaken the West.

Part One, The Hearth and the Salamander (p. 3-35) 1. What do you learn about Montag as a person from the opening scene?

2. What kind of person is Clarisse McClellan? How is she different from Montag and Mildred?

3. Why does Mildred need to have her stomach pumped? How does she feel the morning after? What do these events tell you about Mildred and her world?

4. What is the purpose of the Mechanical Hound? Why does Montag seem to fear the Hound?

5. According to Clarisse, what do ordinary young people do for excitement? What do these amusements tell you about the quality of life in Montag’s world?

6. Why does Montag forget his helmet?

7. What do you think is hidden behind the ventilator grille in Montag’s house?

Facts and Figures about our Television Habit Today According to the A.C. Nielsen Co., the average American watches more than 4 hours of TV each day (or 28 hours/week, or 2 months of nonstop TV-watching per year). In a 65-year life, that person will have spent 9 years glued to the tube. FAMILY LIFE  Percentage of households that possess at least one television: 99  Number of TV sets in the average U.S. household: 2.24  Percentage of U.S. homes with three or more TV sets: 66  Number of hours per day that TV is on in an average U.S. home: 6 hours, 47 minutes  Percentage of Americans that regularly watch television while eating dinner: 66 CHILDREN  Number of minutes per week that the average child watches television: 1,680  Hours per year the average American youth spends in school: 900 hours  Hours per year the average American youth watches television: 1500 COMMERCIALISM  Number of 30-second TV commercials seen in a year by an average child: 20,000  Number of TV commercials seen by the average person by age 65: 2 million GENERAL  Percentage of local TV news broadcast time devoted to advertising: 30  Percentage devoted to stories about crime, disaster and war: 53.8  Percentage devoted to public service announcements: 0.7
Respond: Montag’s television includes headphones called “seashells.” The wall to wall circuit” allows Mildred to enter the “play” and, therefore, the television programming. How does the technology within the novel compare to our current technology? ( 3 ideas)

_____________________________________________________ _____________________________________________________ _____________________________________________________

In the first pages of the novel, does technology improve the quality of life for Montag and his wife, Mildred? Why or Why not? ( 5- 6 sentences) _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ Respond to one of the following quotes. What do you think the speakers message is about television and it’s impact on society? ( 7-8 sentences) Quotes:  “ Television is a chewing gum for the Eyes.” Frank Lloyd Wright   “ The remarkable thing about TV is that it permits several million people to laugh at the same joke and still I feel lonely.” T.S. Elliot [Television is] “…. A really dreadful influence on all of us. Don’t ever look at local television news again. It’s all garbage. There’s no news, there’s no information. It’s negative, negative, negative. You look at that, and you think the world is coming to an end.” “Television is very dangerous. Because it repeats and repeats and repeats our disasters instead of our triumphs.” Ray Bradbury-Paris Voice 1990

Quote Response:______________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _________________________________________________

Part One, The Hearth and the Salamander (pg. 35 -68) 1. Why does the burning of the old woman’s books disturb Montag?

2. Why does Montag cry in bed? What important questions does he ask Mildred in the morning?

3. What changes in society does Captain Beatty point out to explain the “dumbing down” of culture?

4. According to Beatty, where did the push to repress books come from?

5. What explanation does Beatty give to justify the burning and destruction of books that are unpopular with one or segments of society?

6. After Captain Beatty leaves, what is Montag’s reaction to his speech?

How was this Dystopia Created? Reread Beatty’s speech on pgs. 54-60 Theme: The theme is the author’s message to the reader. Sometimes themes are stated indirectly and must be inferred from the author’s handling of plot and character. In Fahrenheit 451, the author’s main theme is state directly in Captain Beaty’s speech. If society goes on as it is, Bradbury is afraid that 1.__________________________________________________________________ 2._________________________________________________________________ 3._________________________________________________________________ 4._________________________________________________________________ 5._________________________________________________________________

Answer the following questions for each topic in Beatty’s speech: 1. What does your topic include? 2. What is the role [your topic] play in the creation of Bradbury’s dystopia? Media: Include Role

Minority Satisfaction/ Equality/ Role of Consumerism: Include Role

Convenience/Instant Gratification: Include Role

Education: Include Role The death of death: Include

Role Sports: Include Role
Questions to discuss and ponder about the above: - Who is to blame? - Which issue is most significant? - Which issue do you think is the most prevalent in our society?

Part Two, The Sieve and the Sand (pg. 69-110) 1. Instead of going to the firehouse, where does Montag go?

2. What do Faber and Montag talk about? According to Faber, what three things are missing from society?

3. What does Faver give Montag so that the two can continue to communicate?

4. What does Montag do to Mildred’s friends? How do these friends react?

5. When Montag arrives at the firehouse, how does Beatty attack and argue with Montag? What is Montag’s reaction?

6. Where does Montag go on the next fire call? Why?

Symbolism Phoenix: The phoenix is a symbol on the firemen’s’ uniforms. The phoenix is a legendary bird of the Arabian Desert. It was said to live for five or six centuries. It then burns itself to death and rises from the ashes to begin a new cycle of years. It traditionally symbolizes immortality or reborn idealism. Salamander: The salamander is another symbol on the firemen’s uniforms. The word “salamander” comes from the Greek word that means “fire-lizard”. According the Greeks salamanders are animals that can live in fire. Sieve: A utensil of wire mesh or closely perforated metal, used for straining, sifting, or puréeing

Respond: Why did Bradbury use “ The Hearth and the Salamander” and the Sieve and the Sand” as section titles? ( Explain in 5-6 sentences) _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Centrifuge: a device whose rapid spinning motion forces something in it or on it to move outward from the center. Respond: In the novel Bradbury uses the image of a centrifuge to describe Montag’s world. What message is does the speaker create though the image of the centrifuge? “Whirl man’s mind around about so fast under the pumping hands of publishers, exploiters, broadcasters that the centrifuge flings off all unnecessary, time-wasting thought!” _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ “ Our civilization is flinging itself to pieces. Stand back from the centrifuge.” _____________________________________________________________ _____________________________________________________________ ____________________________________________________________

Part Three, Burning Bright (pg. 111-136) 1. What does Montag do to his house? Why?

2. Then what does Montag do after Beatty finds Faber’s radio? Where does Montag run?

3. What realization about Beatty strikes Montag as he saves his remaining books? What makes Montag think this?

4. Who is chasing Montag? Why?

5. How does Faber help Montag?

6. How does Montag escape from the Hound? Where does ne hide?

Beatty’s words, “Old Montag wanted to fly too near the sun and now that he’s burnt his wings, he wonders why. Didn’t I hint enough when I sent the Hound around your place?” Beatty is referring to the myth of Dadelus and Icarus. To escape oppression, the two made wings of wax and feathers. Icarus flew so close to the sun that his wings melted, and he fell to his death in the sea.
Respond: What do you think Bradbury compares Montag to Icarus? Explain ( 5-6 sentences) _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ Extra Credit: Draw a picture of the hound and label parts. It must be colored.

Part Three, Burning Bright (pg. 137-165) 1. Whom does Montag meet while walking on the railroad tracks? What do they talk about?

2. What is happening in the city? Whom do the police catch?

3. How is the city destroyed?

4. Granger says that their main job is remembering. Why?

5. Why does Granger want to build a mirror factory?

6. What is the double meaning of “Burning Bright,” the title of the final section of the book?

Irony Fourteen years after Fahrenheit 451’s initial release, some educator’s succeeded in persuading its publisher to release a special edition. This edition modified more than 75 passages to eliminate mild curse words, and to “clean up” two incidents in the book. When Bradbury learned of the changes, he demanded that the publishers withdraw the censored version, and they complied. Since 1980, only Bradbury’s original text has been available. As a result, some schools have banned the book from course lists. For all these attempts to sanitize or banish it completely, Bradbury has remained diligent in defense of his masterpiece, writing the following in some editions to his books: Do not insult me with the beheadings, finger-chippings or lung-deflations you plan for my works. I need my head to shake or nod, my hand to wave or make into a fist, my lungs to shout or whisper with. I will not go gently onto a shelf, degutted, to become a non-book. Explain the irony: ( 8-10 sentences) _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

ABC Book Create a ABC PowerPoint/Book that reviews the story of Fahrenheit 451 by using every letter of the alphabet. Be creative. There are a couple templates from which you can use on my website. Please feel free to create your own design. When thinking of material from the novel to include, be sure to include themes, character names, character traits, setting, ideas, objects in the story, etc. Example:

Guy Montag The protagonist who goes from burning books At the beginning of the novel to challenging authority And protecting books at the end of the novel.   Write an idea for A-Z below Each letter will need a 2-3 sentence description and picture on your final product.

is for


								
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