"If This Goes On..." Technology, Truth, and Happiness in Fahrenheit 451

Lesson 8
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ELA

Alternate Unit 1

10th Grade

Lesson 8 of 21

Objective


Engage in a Socratic seminar on Part 1 considering the larger themes and symbols in Fahrenheit 451 and supporting arguments with strong textual evidence.

Readings and Materials


  • Book: Fahrenheit 451 by Ray Bradbury  pp. 1 – 65 — "Part 1: The Hearth and the Salamander"

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Target Task


Question 1

Consider Part I in light of Plato's Allegory of the Cave. Explain how each of the following characters fits the allegory: Montag, Clarisse, Mildred, Beatty. 

Question 2

What is the symbolic significance of the chapter title "The Hearth and the Salamander"? 

Question 3

Beatty tells Montag that firemen are "custodians of peace of mind" (56) and that they stand against "those who want to make everyone unhappy with conflicting theory and thought" (59). How well are the firemen accomplishing these objectives? Are conflicting ideas the only source of unhappiness in their society? Can conflicting ideas exist even without books that have been destroyed and outlawed?

Criteria for Success

  • Speaking and Listening: Speak clearly and uses discipline appropriate language; actively listens to others
  • Argument: Share an original and sophisticated argument based on knowledge from the texts in the unit
  • Evidence: Present evidence that is specific, detailed, relevant, and cited from the text
  • Preparation: Come to seminar adequately prepared with annotated texts and outlined potential responses and questions
  • Discourse: Respond to the ideas of your classmates rather than sharing what you have prepared

Homework


  • Book: Fahrenheit 451 by Ray Bradbury  pp. 67 – 89 — "The Sieve and the Sand"

While reading, answer the following questions.

  • What is the dynamic between Montag and Mildred after Beatty's visit?

  • Why does Montag want to read books? What is he hoping to learn from them?

  • Who is Faber? What memory does Montag recall of him?

  • What does Montag ask when he calls Faber? How does Faber react?

  • What is Montag trying to do on the train? What keeps interrupting him?

  • Why does Faber call himself a coward?

  • What does Montag mean when he tells Faber his wife is dying?

  • What are the three things Faber says are missing from society?

  • What plan does Montag suggest to Faber?

  • What does Montag do with the pages of the Bible? Why?

  • What will Montag's money be used for?

  • What has Faber designed? How is it different from Mildred's Seashell radio?

  • What concern does Montag voice to Faber over the radio? What is the significance of this concern?

  • What does Faber begin to read to Montag over the radio?

Annotation Focus

Note moments where Montag continues to show change and growth.

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Standards


  • SL.9-10.1 — Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • SL.9-10.1.a — Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  • SL.9-10.1.b — Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
  • SL.9-10.1.c — Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
  • SL.9-10.1.d — Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
  • SL.9-10.4 — Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Supporting Standards

L.9-10.6
RL.9-10.1
SL.9-10.6
W.9-10.9
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Lesson 7

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Lesson 9

Lesson Map

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