Utopia vs. Dystopia: An Introspection of Validity Towards the Perfect World Ideal- Free Lesson

Because of their frequent emphasis on technical advancements, utopian and dystopian literature frequently resembles science fiction. While utopian literature imagines an ideal but unattainable world, dystopian literature works to show how utopian society poses challenges. Despite having centuries-old roots, the two genres continue to be well-liked in academia and mainstream marketplaces due to their inventive and compelling societal commentary.

This lesson, which is best-suited for the high school level, introduces the concept of utopia and asks students to consider the plausibility of a true utopian world based on an exploration of their own interests in relation to others. It may serve as an introductory lesson for a unit on dystopian literature like The Giver, Brave New World or Fahrenheit 451 which expose the flaws of a seemingly utopian world.

By the end of this lesson, students will be able to:

1) Define utopia.
2) Evaluate the plausibility of creating a utopian society.
3) Locate and summarize relevant information on a website

1) Computer/laptop
2) Access to Literary Reference Center Plus

Open class by having students respond to an Anticipation Guide either on paper or by moving to different sides of the room. This series of agree/disagree statements should be challenging and intriguing while addressing larger themes of the novel at hand. Encourage students to make the difficult choices rather than falling in the middle. Sample statements include:

1) Introduce the word “utopia” to students. Provide students with the opening definition of the word from Merriam-Webster’s Encyclopedia of Literature available on Literary Reference Center Plus.

2) Ask students to brainstorm some initial ideas for what might be found in a utopia (e.g., no crime, equality, everyone gets what they want).

3) Conduct an internet exploration activity with students in which they examine a real-life community that has attempted to create a utopian society. Students may work individually or in partners.

4) Direct students to the Twin Oaks website (https://www.twinoaks.org/)

5) Provide students with the Internet Exploration worksheet to direct their browsing. This worksheet asks the students to consider the values, industry, membership process, and communal living style of Twin Oaks. It also asks students to evaluate the success of the community as a utopia.

6) Place students in small groups (4-5) and provide each group with 10 strips of paper. Instruct students to come up with 10 values that they all share and would like to include in their own utopian society. Have students write these values on the strips of paper.

7) Instruct students to choose the five most important values out of the 10 they generated as a group. Then, have all groups post their top five values at the front of the room. Have students work collaboratively to categorize similar ideas.”

8) Conduct a classroom discussion about the results of this activity. Did everyone get what they wanted in their utopia? Are there things on the board that someone specifically doesn’t want?

9) Provide students with extended reading on the subject of utopia as a literary and historical concept. Suggested readings available on Literary Reference Center Plus are:

“From Utopia to Dystopia” by Geoffrey Luck. (“AN 93428156”)
“Utopia” by Philip Magnier. (“AN 103331RRETH11450210000254”)
“Utopia in Context” by Paul Kincaid. (“AN 117514101”)
“Fahrenheit 451 and the Utopic Dystopia: Bradbury's Vision Compared to Those of More, Orwell, Huxley, Wells, and Dick” by Wolf Forrest. (“AN 101665728”)

Formative Assessment

Conduct smaller evaluations that track progress towards final unit goal. Provide students with an Exit Ticket that asks the following questions to check for understanding and critical thinking: What is a utopia? Is utopia possible? Could we create a utopia in our classroom? How might utopia function in the novel we are about to read?