Harrison Bergeron by Kurt Vonnegut - MmePotts - home

Harrison Bergeron by Kurt Vonnegut - MmePotts - home Harrison Bergeron by Kurt Vonnegut Your “handicap” is #_____________(see back of this sheet) Groups must work together to create equality within the group, meaning everyone, despite his handicap, must contribute the same to EVERY task—discussing, recording answers, leading the group. These “handicaps” must be considered and individuals within the group must work to provide equality. Complete the questions based on the abilities of your collective group members. Groups must have a recorder(s) and turn in one copy of the responses to your “Handicapper General,” uh, me. 1. Is this story plot dominant or character dominant? Explain. 2. Vonnegut has been lauded (celebrated) for his ability to blend satire and serious insights into human nature. What is the social issue behind the story? Is it resolved? What are the various "insights"? 3. Is this story about Harrison or is it about the other people of his world? 4. What is the tone of this story? Why? 5. What does it mean to be equal? What do you feel is Vonnegut's view on equality? Does being equal mean conformity? 6. When Harrison Bergeron is completely free from his handicaps, he defies the laws of gravity and motion. What might Vonnegut be suggesting about the potential of free human beings? 7. In traditional stories, the hero is a superhuman figure, superior to ordinary people. Usually the hero "saves" people from an enemy. In what passages is Harrison superhuman? How are the results of Harrison's efforts an ironic reversal of what happens in the traditional heroic stories? 8. Is competition good, bad, or a little of both? Why do you feel that way? What do you suppose Vonnegut thinks? 9. What actual developments, policies, trends involving government-enforced equalizing, "handicapping," in America might Vonnegut be parodying in "Harrison Bergeron"? What conceptions of equality motivate such policies and trends? 10. Imagine you are the Handicapper General. How would you hinder the talents of the following individuals: Daniel Alfredsson, Albert Einstein, Jessica Alba and Pablo Picasso. What are the functions of the agents of "the United States Handicapper General" (7)? What threats to society do such agents combat? 11. How is radical mediocrity achieved and enforced In Harrison’s world? In ours? Think about McDonaldization, rationalization, open access, effort grades/awards, grade inflation, Top 10 becoming Top 20 becoming Top 30, etc. 12. Former U.S. Senator from Nebraska Roman Hruska was (in)famous for saying, during the hearing for a poorly regarded (and ultimately unsuccessful) nominee to the U.S. Supreme Court: "Well, mediocrity should be represented in the Court, too." How does that sort of thinking relate to what Vonnegut's getting at with this story? What about American Idol and the Wikization of America? 13. What is the meaning of Harrison and the ballerina being shot down by Diana Moon Glampers, the Handicapper General? What are the suggestions of her name? What ethos is conjured by the mythological associations of the Greek goddess Diana and the moon (e.g. virginity, coldness, sterility)? 14. What does the story warn against? To what extent do television, radio, and the mass media generally function like George's mental handicap radio? 15. Einstein said “Great spirits have always faced fierce opposition from mediocre minds.” Would Vonnegut agree? Explain. Your handout has a number written on it. This has been selected by the Handicapper General. Find the corresponding handicap and assume the persona indicated as you join your group to complete the assignment. In your group, make every effort to understand that each person is working to the best of his or her ability. 1. You cannot say “like” or “dude” and instead must say “old chap” every two minutes. 2. You must answer in the form of a question—Jeopardy style. 3. You can only communicate charades-style (body movement/facial gestures only). 4. You are an excellent discussion leader. 5. You can’t speak above a whisper and have a French (àla Pepe le Peu) accent. 6. You have trouble writing anything except simple sentences: s-v-o 7. You understand movies and visual media but struggle with reading. 8. You are nearly blind but hear well. 9. You are nearly deaf but see well. 10. You must touch everything to understand anything. 11. You have trouble sitting very long and must stand up and then sit down a few times in rapid succession every 2-3 minutes. 12. You need to act out parts of the story to understand them. rdth13. You have a simple vocabulary--that of a 3 or 4 grader. 14. You must lie on the floor sunny side up (face up) when you have to think hard. 15. You are physically uncomfortable for some reason—you can invent the location and severity of the pain. 16. You only do well if you can hear what you read. 17. You need drawings to help you understand 18. You read with great expression and volume 19. You work best if you can rhyme words in your answers. 20. You are an expert at using alliteration (repeating beginning consonants). 21. You must speak very loudly to understand. 22. The only way you can concentrate for more than three minutes is to take a stretch break. 23. You have to enthusiastically say “I love English!” every two minutes (Tourette’s symptom). 24. You have to enthusiastically say “I love Mrs. Potts!” every two minutes (Tourette’s symptom). Homework: Write a paragraph about what problems you encountered in your group, what you did to accommodate all handicaps, and what you learned. Was your discussion as substantive as it would’ve been had you not had your handicap? Address the question “Do equality and sameness mean the same thing?” Then write a second paragraph addressing how do schools behave like the United States Handicapper General office in the story? Read about how neurofeedback is being used to help kids with ADHD.