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We all dream of perfection: the carefully honed physicality and skill of an olympic athlete; the perfect family meal, like a Norman Rockwell painting; the perfectly harmonious society, with everyone happily going about their lives. But perfection comes at a cost, and remains perpetually out of reach. This contradiction is just one of the reasons dystopias have captivated readers of all ages. The idea of a utopia, juxtaposed with the stark reality that it can never exist, makes a compelling setting for social commentary and critique.

As we expose our students to reading multiple genres, it's essential for them to understand the patterns and nuances an author uses. What makes dystopian fiction different from an epic or a play? In this lesson plan, you will find the elements of a dystopia, characteristics of dystopian literature, and ways to teach the terminology while getting students to create fun storyboards about the concept.

Utopia vs. Dystopia

The word “utopia” was coined by Sir Thomas More for his book about an ideally organized society. It is from the Greek topos meaning “place”. The prefix is intentionally ambiguous; in Greek the prefix ou- means “not”, while the prefix eu- means “good”. So a u-topia could either be a “good-place”, or a “not-place”; an imaginary place.

One of the oldest recorded and most widely known utopias is the Garden of Eden. A utopia is a perfect society, where everything is ideally organized, and residents go about their lives happily.

Define dystopia as the opposite of a utopia, using the prefix dys-, from the Greek for “bad”. It is a flawed society, dys-functional and undesirable. In literature, these two terms often coincide. Many dystopias look idyllic to begin with, but over the course of the story reveal their true nature: sinister and flawed.

Common Elements of a Dystopia

Some dystopias are savage desert wastelands, empty of plants and filled with lawless bandits and warlords. That kind of dystopia isn’t often confused with a utopia though; the really dangerous dystopias are the ones that appear to be perfect on the surface, but are secretly horrible.

Here are so common elements of these “totalitarian” dystopias:


ElementDescription
The people are restricted from independent thought and action People are not free to make their own choices in life, the government chooses for them.
The government in control is often oppressive An oppressive government is often overbearing, has constant surveillance on its people, creates curfews, has military control, and suppresses its people.
The setting is often futuristic or in a fictional universe The setting is often in the future, or in a fictional universe, after a massive war or catastrophe. This helps explain the different structure of society, and justify the power of government.
Contains elements of conformity, or extreme equality People are forced to be very similar and conform to the rules and expectations that the government has set forth.
The government portrays their society as a utopia They use propaganda and subtle manipulation to trick their people into believing things are perfect.
The protagonist wishes to restore the people to conventional life The main character has a moment of clarity and realizes the problems in the society. They try to make a change to 'free the people'.


Grade Level: 6-12

Standards

Although this lesson can be used for many grade levels, below are the Common Core State Standards for grade 8. Please see your Common Core State Standards for the correct grade-appropriate strands.

  • ELA-Literacy.RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text
  • ELA-Literacy.RL.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision
  • ELA-Literacy.SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
  • ELA-Literacy.W.8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 here.)

Lesson-Specific Essential Questions

  1. Why is it necessary to look at different forms of society?
  2. What would life be like if we were all the same?
  3. Why can’t we live in a perfect world? Would you want to?

Objectives

Students will be able to define dystopia and utopia. They will also understand how this genre differs from other genres of literature.

Before Reading

Before reading a novel with a dystopian world, go over the definition and the common elements of this genre with your students. It is helpful to have students compare and contrast the meaning of utopia and dystopia. Have students think of movies with elements of dystopias and utopias, and have a class discussion about them. Coming up with a list is a great activator to get them started. They could also create a storyboard comparing and contrasting two movies, or a dystopia and utopia.

During or After Reading

While students are reading, or after they have completed the reading, ask them to create a storyboard showing the major elements of a dystopia. They can include, characters, settings, direct quotes, and explanations of each element.

Related Activities

Check out these dystopia activities from our guides on Lord of the Flies, The Giver, and 1984.




How to Create Engaging Lesson Plans on Dystopian Elements

1

Understand Your Audience

Consider the age group and grade level of your students. Tailor the complexity of the dystopian elements to their understanding and maturity.

2

Choose Relevant Texts or Media

Select dystopian novels, short stories, films, or even excerpts from such works that are appropriate for your students' age group. Examples include:

3

Identify Key Dystopian Elements

Create a list of common dystopian elements:

  • Totalitarian or oppressive governments
  • Surveillance and loss of privacy
  • Propaganda and censorship
  • Loss of individuality
  • Societal division and control
  • Environmental degradation
  • Technology gone awry
  • Loss of history or rewriting of history
4

Develop Discussion Questions

Craft open-ended questions that encourage critical thinking and analysis:

  • How does the government in the dystopian world maintain control over its citizens?
  • What role does technology play in the society? How does it impact individuals' lives?
  • What sacrifices do characters make in order to survive or rebel against the dystopian regime?
  • How does the society in the story view individuality and free will?
  • What warnings or messages about our own society can we take from this dystopian world?
5

Create Hands-On Activities

  • Character Analysis: Have students choose a character and analyze how they react to the dystopian elements around them. What motivates their actions?
  • Create Dystopian Societies: In groups, have students design their own dystopian societies, considering the elements discussed. They should present their society's rules, government structure, and daily life.
  • Dystopian Short Story Writing: Ask students to write their own short dystopian stories incorporating key elements discussed. This can be a creative way to apply what they've learned.
6

Reflection and Application

Conclude the lesson plan with a reflection session where students can discuss what they've learned and how it applies to their own lives or society.

Frequently Asked Questions about Dystopia Storyboard Cards

How can storyboard cards be used to explore the themes of dystopian literature?

Storyboard cards can be used to visually represent the key themes and concepts of dystopian literature, such as conformity, government control, and the dangers of technology. By creating a series of cards that represent different scenes or moments in a dystopian story, students can analyze how these themes are presented and develop a deeper understanding of the author's message.

What are some tips for creating effective storyboard cards for dystopian literature lessons?

When creating storyboard cards for dystopian literature lessons, it is important to focus on key moments or scenes that illustrate the themes and ideas of the story. Use images or symbols that are evocative and help to convey the mood and atmosphere of the story. Additionally, consider the pacing of the story and how the use of storyboard cards can help to break down the narrative into smaller, more manageable parts.

What is the relevance of dystopian literature in today's world, and how can it be used to teach students about real-life issues?

Dystopian literature is relevant today because it allows us to explore important real-life issues, such as government control, social justice, and the dangers of technology. By using dystopian literature as a teaching tool, students can develop a deeper understanding of these issues and become more engaged in the world around them. Additionally, studying dystopian literature can help students to develop critical thinking skills and become more aware of the potential consequences of certain actions or policies.

How can storyboard cards be used to develop students' critical thinking skills?

Storyboard cards can be used to encourage students to analyze the narrative structure of a dystopian story, identifying key plot points and how they relate to the story's themes and message. By creating their own storyboard cards, students are forced to think critically about the story and consider how different elements fit together.

Image Attributions
  • ABANDONED CHURCH • A QUIVERFUL OF FOTOS • License Attribution (http://creativecommons.org/licenses/by/2.0/)
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