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Annotated Bibliography

Page history last edited by Zack Kaiser 9 years, 2 months ago

ANNOTATED BIBLIOGRAPHY

-- Concerning the theme of "Suppression of Individuality"

What we need to do?

Working in the groups above, seminar participants will research the dystopian work listed, and prepare a multimedia presentation highlighting a particular issue the work raises for present society.

The goal of the group work is a multimedia presentation that analyzes one particular feature of the dystopian world described and explores the ways in which and extent to which the writer's fears can be seen to apply to the world of the present or the forseeable near future.

You can get hold of copies of these works from the College Library or through PALCI or ILL (check out the Library website or ask a librarian for help with these if necessary), or from the Bosler Memorial Library. If you would like to own a new copy, you can order from your preferred online retailer or through the Whistlestop Bookstore on West High St - they can usually get things within a couple of days. Used copies should be available via eBay, Allibris etc. Be sure to investigate whether there are adaptations in other media, such as movies, graphic novels, TV serials, musicals... These do not replace the original text, but may help you understand aspects of it.

  1. You will need, then, as a group to first understand the world described in the book (and other media, as applicable) and agree on the particular aspect you wish to explore. Collaborate to produce an agreed summary of the work by 11 October. 
  2. You will then need to gather information about the world today relevant to your subject, applying the writer's concept as a lens through which to look at the world, or a filter through which to select information that is relevant. Build, as a group, an annotated bibliography by 25 October.
  3. You will then analyze the information you have gathered by asking questions of it: How realistic or legitimate is the author's fear? What are the forces pushing for or against its realization? How possible is it to project the future in relation to this particular fear? How can we know? You should brainstorm these and similar questions as a group and then distill them into a limited and manageable set of research questions.
  4. You will then synthesize your information into an argument, an extrapolation or prediction from the present to a future that does or doesn't resemble that predicted by the author. Agree on an outline by 12 November.
  5. You will present your argument creatively and persuasively, using whatever tools are at your disposal (we will be discussing and using some possibilities in the coming weeks of the seminar). Your presentation will be graded both on the content - how well you have understood the work, generated and researched good questions, and prepared convincing answers - and on the persuasiveness of your presentation.

Each group will be provided virtual space in which to organize material and prepare the presentation. We'll check in on progress at a few points in the semester, as suggested by the dates above.

 

Note: as a separate individual assignment, you will be writing an essay on your chosen work in addition to your group work. You'll agree the subject with me as soon as you can, and then work concurrently toward both your group presentation and your individual essay. The annotated bibliography for your individual essay is due 8 November, the first draft of your essay is due 19 November, and the final, revised version reflecting my comments is due at the end of the course.

 

Remember that you can get help at any time with either project - from me, from Tyler, from librarians, from the Writing Center etc. But the sooner you ask for help on any aspect, the more effective that help is likely to be.

 

SUBCATEGORIES:


In the book:

-- > CLONING

-- > BRAINWASHING

-- > DRUGS

-- > LOVE vs SEX

-- > NO LITERATURE / SCIENCE

-- > PRE-DETERMINED CLASS DIVISION

 

In real life:

-- > EDUCATION

-- > PRESS / BUREAUCRACY

 

BIBLIOGRAPHY:

 

Haran, Joan. Human Cloning in the Media: From Science Fiction to Science Practice. New York: Routledge, 2008. Print.

-- This book is a collaborative work by British scholars not only about the science of cloning but also the social aspects of cloning as presented by the media, such as science fiction works, and how this media has affected people. Shows the current role of cloning in society.

 

Huxley, Aldous. Brave New World Revisited. New York: HarperPerennial, 2000. Print.

-- A nonfiction essay about how Huxley revisits his Brave New World vision and determines that the world is getting closer to his depicted world even faster than he predicted it would.

 

Huxley, Aldous. Brave New World. New York: Harper & Bros, 1946. Print.

-- This is the book that the project is based upon.  

 

Orwell, George. 1984. New York : New American Library, 1989.

-- Also has an omniscent figure of a leader, in 1984 it is a Big Brother, in Brave New world - Henry Ford(main figure of the World state), "Our Ford" is used in place of "Our Lord," "Thank Ford," she said to herself (80) used instead of "Thank God." Orwell also bans books.

 

Westerfield, Scott. Uglies. New York: Simon Pulse, 2005.

-- Indivuduality is a huge theme in this book. They get taken for surgery at 18 so that they can become "Pretty" and all the same basically. In the second book of the series they all are drugged without their knowledge. The drugs make it so they don't realize the corruption going on in the administration and so that they admin can control their memories. This has a lot to do with suppressing the creation of new ideas and change.

 

Bradbury, Ray. Fahrenheit 451. New York: The Ballantine Publishing Group, 1953.

-- In the dystopian world of Fahrenheit 451 books are burned to suppress critical thought, much like how books are banned in Brave New World.

 

Weir, Fred. "Why Russia's Medvedev is lashing out at Belarus's Lukashenko." The Christian Science Monitor 6 Oct. 2010. Web.

-- Describes a current society where the government takes total control over it's people, thereby suppressing their abilities to express individuality.

 

"Designer babies, with an Indian twist." Global Post 21 Sept. 2010.

-- This article examines the role of designer babies in India, where someone asked for the donor to be of a certain class. This is very much on the way to a Brave New World approach to baby making.

 

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Demolition Man -

A film starring Sylvester Stallone, Wesley Snipes and Sandra Bullock, is set in a not-too-distant future utopian society based on a Brave New World. Sandra Bullock's character is even named Lenina Huxley, referencing the author and character from the book. (1997)

 

Logan's Run -
Similar to this movie because everyone is always happy. They know nothing other than their society and no one is allowed to have ideas that go against society. 

 

"Modern Times" - 

 

The Island(movie)

the movie's plot revolves around the struggle of Ewan McGregor's character to fit into the highly structured world he lives in. When he discovers he is being kept along with others in a utopian facility, where they are only clones of the real people, he goes on the run.

 

Wall-E

www.youtube.com/watch?v=u9s7afoYI-M

This movie demonstrates 

 

 

Transmetropolitan

 

Huxley, Aldous. Island. New York. Harper & Row Publishers. 1962. Print

he sketches a true utopia that is destined to perish as soon as it comes into contact with the greed and exploitation which characterize the modern world. But while in Brave New World the latter society was based on a pursuit of pleasure that submerged individuality and freedom, The Island features individual growth and personal fulfillment for each person. While in Brave New World the universal drug (soma) was used to pacify the masses, in The Island the universal drug (moksha) is used to enhance consciousness and promote a state of enlightenment.

  

Sir Ken Robinson - Changing Paradigms (education)

http://www.youtube.com/watch?feature=player_embedded&v=zDZFcDGpL4U 

Sir Ken Robinson is talking about the system of education we have, where our individuality is supressed. We cannot do what we have a talent for. We are predestinated to have a job that in our society will be well-paid one. 

  

 

 

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