Class Zone: The Language of Literature

" Harrison Bergeron" by Kurt Vonnegut, Jr.

Overview

The year is 2081; George and Hazel Bergeron are living in a society in which everyone is equal. Citizens who are stronger, more attractive, or more intelligent are forced to wear " handicaps" to bring them down to an " average" level. Although most people are resigned to this system, the Bergeron's genius son Harrison resists by plotting to overthrow the government. Consequently, he is imprisoned. George and Hazel see their son on TV during his escape from jail. Harrison throws off his handicaps and dances with a ballerina, also freed from her handicap. Because they are too beautiful and too talented for society, they must be eliminated. Both are shot by the Handicapper General, Diana Moon Glampers.

Issues

This story addresses

individuality versus conformity,
self-determination versus forced equality,
governmental authority versus abuse of power.

Instructional Focus

To encourage students to

appreciate individual differences,
seek opportunities for self-fulfillment,
evaluate the government's responsibility in providing equal opportunities.

Activities

Oral Reading
Read the story aloud. Pause to have students identify problematic issues. Encourage them to consider how the issues will affect the outcome of the story. Following the resolution, have students evaluate the effectiveness of the equality imposed in the story.

Class Discussion
Use the following questions as springboards to solutions:

How do you think this society evolved? What conditions could have facilitated such events? What similar conditions exist in our society?
Why do you think the citizens acquiesce to the decisions of the Handicapper General? Would you? Why/Why not? What responsibility does a government have in providing equality for its citizens?
Do " handicaps" really make people equal? Is equality really possible? Why do we think it is such a lofty goal?
The handicaps destroy the individuality of those forced to wear them. Can this be viewed as a good thing? How/When can individuality and self-fulfillment become destructive forces?
" Fitting in" is sometimes viewed as a necessity. How can it become a handicap? What can be done to prevent it from becoming one?
Harrison is killed. Is individuality worth dying for? Is fitting in? Explain.

Clique-ing Together
Organizations usually have cliques. Ask students to identify specific cliques they have seen in school, community centers, or other organizations. Have students work together to identify strengths and weaknesses of cliques and decide whether a clique is a functional group. Ask students to write in their journals about the advantages and disadvantages of belonging to a clique.

Individual Identity
Instruct students to make a list of their individual strengths and weaknesses. Ask them to consider how the combination of strengths and weaknesses contributes to their unique and valuable identity. Have them brainstorm ways that their individuality is an asset to their community.

Real World Connection

Have students draw on their personal experiences to identify examples of individuality or conformity becoming destructive (for example, drinking alcohol or breaking curfew to assert individuality from family or to fit in with peers). Have them work in pairs to identify alternatives to destructive behaviors that don't negate a sense of self.