The Science of Aldous Huxley’s Brave New World Erin M. Counihan Lee High School INTRODUCTION Seniors in high school face many challenges after Spring Break: they begin to feel the pressure of leaving home to go to college, they begin to question their capabilities and their decisions, and they begin to experience the dreaded “senioritis.” Because of these factors, they find it difficult to focus on – or find interest in – what their teachers are presenting. In this curriculum unit, senior Advanced Placement English students will read Aldous Huxley’s Brave New World, a high-interest novel that encourages conversation and contains provocative subject matter. They will address the novel not as a piece of fiction, but as a vehicle through which to view our world and what it may still become. By studying Huxley himself and some of the current science that parallels the novel, students will become engaged and active and remain involved in learning even at the end of their high school career. The school in which this unit will be taught is an inner-city high school in Houston, Texas. Many of the students in the school do not speak English as a first language and, therefore, have not had consistent training in English language and literature. This interdisciplinary curriculum unit is designed for an Advanced Placement English Literature and Composition class, but it can easily be modified for other high school English courses. The unit will be taught over a span of approximately four weeks. Courses meet three times a week, once for 40 minutes and twice for 95 minutes; therefore, each lesson plan is designed for a 40 or a 95 minute class period. OBJECTIVES The objectives for this interdisciplinary unit are based on the Texas Essential Knowledge and Skills (TEKS) for 12th grade Language Arts (see Appendix A for appropriate numeration) and on the College Board’s Advanced Placement expectations for English Literature and Biology. Writing Primary writing skills expect students to be able to write an organized, coherent piece that progresses logically, provides clear support, and uses vocabulary and rhetorical devices appropriate to the audience and purpose. Students will also be expected to use the Modern Language Association (MLA) manual as they format their research papers. Reading Though there are many objectives involved in studying a novel, only three primary reading objectives will be stressed continuously throughout the unit. Students will be expected to draw inferences and then support and clarify them. They will also be expected to connect the fiction and non-fiction they will be reading with historical contexts, current events (specifically in science), and their own lives. Research Students will be researching throughout this unit and will primarily be expected to evaluate the sources they use for appropriateness to the topic and to the audience. They will produce their Erin M. Counihan 27 own research projects for diverse audiences, and they will be able to draw relevant questions from their research, as well. Advanced Placement English Literature This curriculum unit is designed to support the objectives of the College Board Advanced Placement Literature and Composition course. One of the purposes of this course and of this unit is to have a student “read deliberately and thoroughly, taking time to understand a work’s complexity, to absorb its richness of meaning, and to analyze how that meaning is embodied in literary form” (English Literature Course Description 45). Biology Secondary biology learning objectives will be interspersed throughout this unit. The student will understand and intelligently discuss the fact that “Scientific research often leads to technological advances that can have positive and/or negative impacts upon society as a whole” (Biology Course Description 6). RATIONALE The seminar “One Cell to Many: The Dynamics of Life” may seem a strange choice for an English teacher, but I am hoping to use the experience to broaden my own knowledge of science to relate to science fiction and to develop a strong, cross-disciplinary unit to pique my students’ interests. I always discuss the historical context of any work before teaching it, but in some cases I don’t have the scientific knowledge to explore the aspects of science fiction within a work. When reading Aldous Huxley’s novel Brave New World in my Advanced Placement English Literature course, for example, my students sometimes ask questions that I cannot answer – and the questions begin on page 4. We begin learning about the Central London Hatchery and Conditioning Centre from the beginning of the novel. Students are always intrigued by the “Fertilizing Room,” where eggs taken from surgically removed ovaries are “immersed in a warm bouillon containing free- swimming spermatozoa,” fertilized, and sent to incubators (Huxley Brave New World 4). Depending on the caste that has been predestined, the ova are either “bottled” (in the case of the upper caste Alphas and Betas) or brought out for further adjustments (in the case of the lower caste Gammas, Deltas, and Epsilons). This seems, to my students and to me, a straightforward and believable process – until we get to the details of “Bokanovsky’s Process,” through which the lower caste ova will have their development arrested (Huxley BNW 4). A “bokanovskified egg will bud, will proliferate, will divide….every bud will grow into a perfectly formed embryo, and every embryo into a full-sized adult. Making ninety-six human beings grow where only one grew before” (Huxley BNW 4). It is at this point where my students begin to ask if this is possible now or will be soon, and where my students who are taking Advanced Placement Biology begin to discuss cloning, “in vitro” fertilization, stem cells, and other topics about which I know very little; it is at this point when I tell myself I should take a course in cell biology. In this unit, I will explore the science behind Aldous Huxley’s Brave New World – the author’s early influences and passions – as well as address some of the science that permeates Huxley's novel. Students will debate as to whether or not Brave New World was (or will become) a dire predictor for our society. Topics such as “in vitro” fertilization, “designer babies,” stem cell research, and cloning are very visible now, and students love to debate the science and ethics connected to these issues. Because there is such a high interest level, I am creating this unit to address these issues, broaden the appeal of Brave New World, design an environment where all 28 Houston Teachers Institute students are actively writing, speaking, and defending well-researched arguments, and encourage my students to become strong, well-rounded thinkers. UNIT BACKGROUND Author Background – Some of Aldous Huxley’s Early Influences Because the heart of this unit revolves around whether or not the science in the novel is legitimate, students must discern if Aldous Huxley had the scientific knowledge to make his book realistic. In Lesson Plan One below, students will research Huxley’s life in order to form an opinion about his qualifications and then present their results to their classmates. Most will likely determine that his experiences are worthy enough to tag the science in Brave New World as probable or even possible; his ancestry and his interests certainly lead to this conclusion. Aldous Huxley was born to a very intellectual and scientific family. His paternal grandfather, Thomas Henry Huxley, was a supporter and contemporary of Charles Darwin and wrote his own book, Evidence on Man's Place in Nature, which presented evidence for human evolution, a topic Darwin had avoided. Thomas Huxley surrounded himself with other famous men of science and philosophy, studied broadly, and founded a formidable dynasty of intellectually and scientifically minded descendants (“Thomas Henry Huxley”). Aldous’s father, Leonard Huxley, was not an established scientist, but he understood the concepts enough to be a recognized biographer of his father and of Charles Darwin. Leonard married Julia Arnold, who came from an intellectual family herself; she was the sister of a novelist, niece of the poet Matthew Arnold, and granddaughter of a famous educator, Thomas Arnold (“Aldous Huxley: The Author and his Times”). It would seem inevitable that such a learned couple would have children who pursued great ideas. Leonard and Julia’s oldest son, Julian, became a prominent scientist in the 20th century, following in his grandfather’s footsteps. While Aldous was penning Brave New World, his treatise on how science may affect human life, Julian was similarly studying “concepts of evolution and growth, dealing with them in the light of the philosophic problems generated by contemporary scientific developments;” he also made important connections between genetics and evolution (“Sir Julian Huxley”). Meanwhile, after the death of his first wife, Julia, Leonard Huxley remarried; his first son by this new marriage was Andrew F. Huxley, the 1963 Nobel Laureate in Physiology or Medicine. In 1932, the year that Aldous’s Brave New World was published, Andrew went to Cambridge planning to major in the physical sciences; an “extra” course in physiology started him on the professional path that was to lead to the collaborations that would, in turn, lead to his Nobel Prize (“Andrew F. Huxley”). Aldous Huxley himself obviously grew up in a family of the intellectual elite in England, and this likely affected his own life and his writing. Huxley had avidly studied science as a child, though he was prevented from becoming a surgeon by an eye illness that left him nearly blind. Eventually, his family history and scientific interests, as well as some moral obligations to fight the “class-instituted slavery” he saw around him, were evidenced in his writing, especially in Brave New World (“Aldous Huxley: The Author and his Times”). As an adult, Aldous also had some very impressive friends, including the early 20th century geneticist J.B.S. Haldane. Haldane was an “innovative pioneer” in population genetics whose “brilliance” helped define the field, which “reshaped modern evolutionary biology” (Milner). He also published a work of fiction, Dædalus, which discussed the scientific possibility of “test tube” or “ectogenic” babies; this “shocking science fiction” was a commercial success and may have inspired Huxley’s “decanted” babies in Brave New World (Milner). Erin M. Counihan 29 Aldous Huxley certainly belonged to a world in which thoughts and conversations of science and its potential effects on mankind were prevalent. In the paper written in Lesson Plan One, students will determine whether Huxley’s presence in this world qualified him as a believable scientist and thus whether or not we can think of Brave New World as a prediction or a legitimate warning. The parallels between Brave New World’s “World State” and today are such that the novel will likely be approached as “probable,” by most students, though some may feel, at this point, that his credentials are lacking. If this is the case, the teacher can return to the “What Makes a Believable Scientist” chart periodically throughout the novel and continue to debate Huxley’s qualifications. Science in Brave New World For a teacher wishing to develop an interdisciplinary unit with Brave New World, there are many topics in biology and psychology that can be addressed. Huxley was obviously very well-versed in science, and, therefore, much of the “progress” in his novel can be compared to scientific advances made since 1932, with the exception of physical sciences; Huxley does not address nuclear fission or some other ideas that were known at the time, as they did not apply to society directly. Science is a “sustained presence in Huxley’s texts or has a crucial impact on the plot…. [In Brave New World] scientific ideas, method and practitioners are [featured prominently] and Huxley sets out to predict what would happen if the scientific method were applied to an entire culture” (Deery 30). Huxley himself stated that the theme of Brave New World is “the advancement of science as it affects human individuals….scientific advances [that are] specifically described are those involving the application to human beings of the results of future research in biology, physiology and psychology” (Huxley, Foreword xi). In Brave New World, the World Controller tells us that their society advanced only when “the Controllers realized that [brute] force was no good;” ectogenesis, neo-Pavlovian conditioning and hypnopædia, combined with the wonder drug soma (“all the advantages of Christianity and alcohol; none of their defects;” “a holiday from reality”) create a perfect, scientifically regulated, peaceful, and happy World State (Huxley 50, 54). Teachers can choose to delve into any or all of the scientific topics described below, dependent upon time and teacher/student interest. As this seminar is entitled “One Cell to Many,” I will be focusing primarily on “in vitro” fertilization, cloning, and the basics of stem cell potential. These topics are discussed in more detail below and in Lesson Plans Two, Three, and Four. “In vitro” Fertilization / Assisted Reproduction Huxley had obviously been thinking about ectogenesis (a creation of mammalian life outside the womb) long before he wrote Brave New World. In his 1922 novel Crome Yellow, the philosophic Mr. Scogan grabs the attention of the young people in the room by discussing where the world may be heading: An impersonal generation will take the place of Nature’s hideous system. In vast state incubators, rows upon rows of gravid bottles will supply the world with the population it requires. The family system will disappear; society, sapped at its very base, will have to find new foundations; and Eros, beautifully and irresponsibly free, will flit like a gay butterfly from flower to flower through a sunlit world. (50) In Brave New World, Huxley creates this world in which ectogenesis and “test tube babies” are taken for granted – and have been for hundreds of years “after Ford.” In our society, “in vitro” fertilization was developed not to be able to mass produce children as in Huxley’s world, but to assist women whose oviducts are blocked in being able to have 30 Houston Teachers Institute children. Female reproductive cells are “surgically removed following hormonal stimulation of the follicles,” then fertilized in a laboratory before being placed back in the uterus and allowed to implant (Campbell and Reese 995). This procedure has a high rate of success, and embryos can be frozen for later use if the first attempt is not successful (Campbell and Reese 995). Students may be intrigued by the details of “in vitro” fertilization, especially since there may be stigma involved in having been a “test tube baby” or having to “resort” to a procedure that some see as unnatural. Also, this topic can lead to heated discussions about ethics: some couples choose to use oocytes [cells that, after fertilization by sperm, become ova (Campbell and Reese 984)] donated by another woman to be fertilized by the male partner’s sperm, some couples fight custody battles over embryos that were frozen but not used (Lemonick 3), and some face the dilemma of what to do with the embryos left over after a successful pregnancy (Lemonick 3). There are also religious implications; Huxley himself hints in Brave New World at the ethics surrounding these topics: the World Controller mentions that scientists “had got the whole technique [of ectogenesis] worked out. But would the Governments look at it? No. There was something called Christianity. Women were forced to go on being viviparous [having children develop within their bodies]” (46). Students do not need to know the particulars of the science behind “in vitro” fertilization or other methods of assisted reproduction in order to understand this novel or to succeed in this unit. However, the topic is an interesting and debatable one; it can keep students interested and encourage them to form educated arguments about a topic that is popular in the news today. For details on how to further incorporate this topic into the unit, see Lesson Plan Two below. Discovery Education also has a clear lesson plan for teaching “in vitro” fertilization; though it is designed for a high school science class, the material can be grasped in an English classroom as well (Clem). Students may also find it interesting to read “The Curious Lives of Surrogates,” a popular media article about women (mostly military) who give birth to other people’s babies, and discuss additional ethics involved in this procedure (Ali and Kelley). Bokanovskification and Cloning Even more controversial than “in vitro” fertilization is the idea of cloning (similar to Huxley’s “Bokanovskification”), especially since it is often a word that is used loosely in debates and about which the public knows little. Though our world does not mass-produce children as does the World State in Brave New World, there are aspects of current research where parallels can be seen. Reproductive and therapeutic cloning can both be linked to Brave New World, since the World State creates beings and has practically eliminated dying from disease. Scientists have been discussing the potential of cloning for years: decades ago, “Prof. James Bonner (California Institute of Technology) told a seminar of science writers that it would be possible, in the not-too- distant future, to produce a master race of super-babies, called clones, by growing them in labs” (Ramamurty 91). Though most scientists would agree that these “super-babies” are not an impending threat, the media and politicians generalize and exaggerate enough that our students are not sure what is or is not possible when it comes to cloning. Therefore, the topic is a valuable one for students to grasp; cloning has many ethical and moral debates around which students could rally, as well. The “cloning” most people think of when they hear the word is reproductive cloning, which is used to “generate an animal that has the same nuclear DNA as another currently or previously existing animal,” but it is expensive and highly ineffective (Human Genome Project). The animals that donated adult cells are only mostly replicated: Only the clone's chromosomal or nuclear DNA is the same as the donor. Some of the clone's genetic materials come from the mitochondria in the cytoplasm of the enucleated Erin M. Counihan 31 egg. Mitochondria, which are organelles that serve as power sources to the cell, contain their own short segments of DNA. (Human Genome Project) This, on the surface, appears similar to the Bokanovsky process, but the mitochondrial DNA and their mutations would appear to disallow the Bokanovsky process from actually occurring today. However, if the rates of success can be improved, “(Dolly was only one success out of 276 tries), reproductive cloning can be used to develop efficient ways to reliably reproduce animals with special qualities. For example, drug-producing animals or animals that have been genetically altered to serve as models for studying human disease could be mass-produced” (Human Genome Project), which does suggest that our world may be able to replicate Huxley’s factory-created Deltas and Epsilons eventually. Another kind of cloning, therapeutic cloning, produces human embryos for use in research, not to create cloned human beings, but “to harvest stem cells that can be used to study human development and to treat disease” (Human Genome Project). Unlike Huxley’s Bokanovskified embryos, the embryos used in therapeutic cloning are destroyed when stem cells are extracted from the egg after it has divided (Human Genome Project). “Therapeutic cloning technology may some day be used in humans to produce whole organs from single cells or to produce healthy cells that can replace damaged cells in degenerative diseases such as Alzheimer's or Parkinson's” (Human Genome Project), which suggests that Bokanovskification may be out of reach, but that science may create Huxley’s “social stability” artificially – where the upper echelons of society will be able to afford to rid their offspring of diseases (creating healthy and more worry-free Alphas and Betas), but the less fortunate will be relegated to lives of poverty and loss (though not likely as content as Huxley’s conditioned Gammas, Deltas, and Epsilons). This cloning is likely to be less controversial in the classroom, but it may also raise questions among the students about the role that socio-economics play in medical care: who will be able to receive these organs and/or cells? What will it do to a society already divided by wealth? Because cloning with its moral, ethical, and socio-economical issues is another high-interest topic, students will do a collection of readings about cloning (see Lesson Plan Three below for more detail) in order to form educated opinions about the topics so that they can discuss pros and cons of both reproductive and therapeutic cloning in both our world and in the Brave New World’s World State. They will be able to learn enough of the processes to educate others in the reality of cloning and to argue their opinions using sources as support. This can also develop into an interdisciplinary activity with a Biology or Economics teacher, dependent upon time and teacher and student interest. An Introduction to Stem Cells Stem cells have been popular in the news, especially with the controversy surrounding President George W. Bush’s refusal to use federal funds for stem cell research. This is a very important topic, and one that will likely dominate science headlines for years to come. Stem cells themselves are not mentioned in Brave New World, but some of what stem cells may be able to do for humans today is implied to have happened in the years “After Ford” in the novel. This lesson will be taught toward the end of the Brave New World unit, since the topic is merely hinted at in the novel; this is a case where the science was not in Huxley’s book, so the students will be using the novel as a starting point for their further study. The teacher will teach an introduction to stem cells – what they are and what their potential may be – so that students can become educated members of society and can make choices about this divisive topic without relying on media, which may skew the issue (See Lesson Plan Four below for details). Stem cells, simply, are cells that have the potential to develop into multiple cell types in the human body; they can theoretically divide an unlimited amount of times to replenish other cells in the body (Stem Cell Information). What is so amazing to the general public is that when a stem 32 Houston Teachers Institute cell divides, each new cell has the “potential to either remain a stem cell or become another type of cell with a more specialized function,” anything from a muscle cell to a red blood cell (Stem Cell Information). The controversy around stem cells comes primarily from a lack of understanding of the facts. The general public hears the words “embryonic stem cells” and can picture “mad scientists” like something out of a B-movie version of Frankenstein, “stealing” cells from babies or aborting babies on purpose to harvest their cells. In fact, embryonic stem cells come from “embryos that develop from eggs that have been fertilized in vitro—in an in vitro fertilization clinic—and then donated for research purposes with informed consent of the donors. They are not derived from eggs fertilized in a woman's body” (Stem Cell Information). Studying these cells “may yield information about the complex events that occur during human development;” this, in turn, may help scientists determine how diseases like cancer arise and may suggest ideas for therapy (Stem Cell Information). The characters in Brave New World live in a society where debilitating disease has been wiped out and where death primarily is caused by old age – and high school students should have no difficulty seeing a resemblance between where our stem cell research can take us and where the advanced technology in the novel did take them. Upon completing their study of Brave New World, students will likely see Huxley’s “world state” as a dystopian society, and that will pose questions about where our stem cell research may take us. Eugenics and “Designer Babies”: Creating “better” beings? Though not a modern scientific concern, eugenics might be an interesting topic for students to consider. Students will likely be quite interested to know more about the idea of creating a stronger human race by various means, including killing the weak and mentally handicapped and/or not allowing them to reproduce. (See Image Archive on the American Eugenics Movement for details and ideas for lesson plans). (See also discussion of population control below). What was surprisingly popular in the early 20th century could be compared to the more modern idea of “designer babies,” where it is predicted that parents will one day be able to have the genes of their unborn children “adjusted” in order to “create” a human being with certain desired qualities. Parents and doctors can now screen embryos for genetic disorders, but, according to “Design a Baby,” the fear is that “in the future we may be able to use [these same technologies] to modify embryos and choose desirable or cosmetic characteristics.” [It should also be noted that the term “designer babies” is one used by journalists, not scientists (“Design a Baby”)]. There is a fear that: If gene therapy leads up to its promise, parents may someday be able to go beyond weeding out undesirable traits and start actually inserting the genes they want….Before [this] millennium is many years old, parents may be going to fertility clinics and picking from a list of options the way car buyers order air conditioning. (Lemonick 1) For my students in their relatively poor urban setting, the idea of “designer babies” also can lead to animated discussions about the possibility that society will clearly split into two camps, those with and without designer genomes (Lemonick 4); students can research pros and cons of gene therapy and initiate debates on the topic as well, which links into a discussion of stem cell research (see above and Lesson Plan Four below). Of course, upon researching, students will find that the science behind creating “designer babies” is not sufficiently understood to make this reality in the near future. But because the topic is a popular one in the media, it is still valuable for students to be educated and to be able to have informed discussions. Population Control Erin M. Counihan 33 Though the topic may be a controversial one, some students may benefit from a learned discussion on the methods of population control in Brave New World. Its World State controls whose genes are used to “create” babies and who is “born” sterile, since they deem fertility a “nuisance” (Huxley BNW 11). Approximately 70% of the female embryos receive male sex hormones periodically so that they are “decanted as freemartins – structurally quite normal…but sterile. Guaranteed sterile. [This brings the World State] out of the realm of mere slavish imitation of nature into the much more interesting world of human invention” (Huxley BNW 12). In this manner, the government completely controls the population of the entire world because the government decides which ovaries are “allowed” to be used for reproduction – always in the factories. Huxley hinted at beneficial methods of population control in Crome Yellow when the aforementioned Mr. Scogan stated that: …the goddess of Applied Science has presented the world with another gift, more precious even than [cinema and pistols] – the means of dissociating love from propagation. Eros, for those who wish it, is now an entirely free god; his deplorable associations with Lucina [Roman goddess of childbirth] may be broken at will. In the course of the next few centuries, who knows? The world may see a more complete severance. (50) Similarly, while the fertile women in Brave New World must follow a strict regimen of birth control medications called a Malthusian drill, Mary, a progressive young woman in Crome Yellow, tries to talk to a woman who had “three children in thirty-one months” and tell her about the “Malthusian League” (281). Students maybe have studied Thomas Malthus’s concerns about population growth in their Economics class and can read more about his philosophies as an extension to this topic. Aldous Huxley, like Malthus, was concerned about the effects of overpopulation on a society. Though Crome Yellow and Brave New World address methods of “Malthusian” birth control, in reality, “birth control depends on the co-operation of an entire people….it demands [more] than most of the world’s teeming [masses] can now afford” (Huxley, Brave New World Revisited 5). Their population then grows at a faster rate than others, and their children in many cases cannot be “adequately housed, educated or fed,” so their lives are ruled by undernourishment and overcrowding (Huxley, BNWR 15). This is an idea that will resonate with my urban students, who live in neighborhoods where much of these statements by Huxley are visible on a daily basis, though they will likely find that Huxley’s statement (BNWR 5, above) reflects a stance that comes off as bigoted by current standards; this might also lead to fruitful discussions regarding imperialist attitudes toward Third World countries, or conversely, of the positive effects on a country’s standard of living when women are allowed to control their own fertility. These ideas may be deemed contentious, but students are likely to be very interested in debating the pros and cons of these methods of controlling population; they can research this in conjunction with climate change, famine, economics, or any other topics that are of interest in the news today. The Overuse of Legal Drugs in Society While Aldous Huxley created soma, the “perfect drug” with no negative ramifications, Western society is on a seemingly endless quest to create its own “perfect drugs.” Any student who watches television has likely been inundated with advertisements for various medications that claim to improve the quality of human life somehow, and many will be familiar (if only through movies) with the quests of many in the 1960s (including Aldous Huxley, as can be seen in his essays “The Doors of Perception” and “Heaven and Hell”) to find happiness of any kind, even pharmacological. In Brave New World, “Science…believes that happiness consists in catering to the physical and physiological needs, and the only psychological need it recognizes is the need to 34 Houston Teachers Institute fill up leisure and avoid boredom. This is fulfilled through games, the ‘feelies’ and the ‘soma’ ration” (Ramamurty 94). Lessons on this topic could include researching drugs like Ritalin and Adderall, which are used to treat ADD and ADHD and often overused to calm immature students (at the suggestion of parents and/or teachers) or to improve concentration and thus academic performance (see Foer). Students interested in history or music could also study Grace Slick’s song “White Rabbit” and its veiled criticism of parents in a society where “One pill makes you larger, and one pill makes you small,” but the lyrics caustically suggest that “the [pills] that mother gives you don’t do anything at all” (Jefferson Airplane). Students who are athletes may be interested in researching addictions to pain killers or “nutrition” shakes that are so often used and discussed in high school locker rooms. Finally, any student can study the science behind addiction, as is mentioned in “The New Science of Addiction.” Students and teachers can use any of the topics in this section to conduct research and complete an informational pamphlet that students can distribute to their peers or to local health agencies. Social Behavior in Animals One of the main tenets of Brave New World’s World State is social stability: “No civilization without social stability. No social stability without individual stability” (Huxley 42). Bokanovsky groups in the novel behave like some altruistic animals do: the animals “behave in ways that reduce their individual [possibilities for reproduction] and increase [those possibilities in] the recipient of the behavior,” whereas the lower-caste Bokanovsky groups toil for the good of the overall society (Campbell and Reese 1145). In fact, even the upper castes in Brave New World are not all that different from the image of a worker bee returning to the hive, dancing, and exciting the rest of the bees and motivating them to leave the hive, in a group, and search for nearby food (Campbell and Reese 1143): “Buzz, buzz! the hive was humming, busily, joyfully. Blithe was the singing of the young girls over their test-tubes, the Predestinators whistled as they worked, and in the Decanting Room what glorious jokes were cracked above the empty bottles!” (Huxley, BNW 149). Just as many animals, including ground squirrels and naked mole rats, engage in social behaviors that are altruistic, the citizens of the World State are not encouraged to “indulge” in solitary amusements (Huxley 166). Students may be interested in the idea of either altruistic behavior of animals or in the idea of humans acting like social insects; anyone who spends time around large groups of humans (especially high school students) has likely seen such behavior. This can also be a place for an extension project on anything from how advertising controls the masses to peer pressure and fitting in at school. Behavioral Conditioning For students and teachers who are interested in psychology, there is a great deal of social conditioning in Huxley’s Brave New World; in fact, its sleep teaching, “hypnopædia,” is called “the greatest moralizing and socializing force of all time” (28). All caste members in the World State experience years of conditioning to “train” them as society wants them to be trained; “books and loud noises, flowers and electric shocks – already in the infant mind these couples were compromisingly linked; and after two hundred repetitions of the same or a similar lesson would be wedded indissolubly” (Huxley, BNW 21). Students may argue that they, to some extent, are similarly conditioned by parents, teachers, politicians, or religious leaders. Teachers and students interested in this topic can bring the practices of B.F. Skinner and/or Ivan Pavlov into the classroom, and can maybe have some fun in designing small and harmless Erin M. Counihan 35 experiments around making their classmates behave a certain way in order to get some kind of reward. Conclusion There are so many topics of relevance from which teachers can choose that this unit has a great deal of flexibility. Teachers can use any or all of these subjects and intersperse them throughout the novel; some, like the background on Aldous Huxley, will serve well as introductions to the unit, and others may serve as final research papers or projects. All will involve at least minimal research on the part of the students, and many can conclude with debates or formal research papers. No matter the order in which they are taught – all of these will link to the main objectives of the unit and will keep students engaged and interested throughout their study of Aldous Huxley’s Brave New World. LESSON PLANS Lesson Plan One: Introductory Biographical Research / Persuasive Paper: Is Huxley a Scientist? Objectives The students will be expected to meet the following objectives, based on the Texas Essential Knowledge and Skills for 12th grade Language Arts (see Appendix A): 3e, 8g, 14d and 14f. Materials and Resources Teachers will need a pad of large sticky notes and some markers for students to use when brainstorming what it means to be a “legitimate scientist.” Students will need access to reference books and Internet research tools, and they will also need a resource to remind them how to document their research properly using Modern Language Association (MLA) formatting (see suggestions in “Student Resources” section of Works Cited). Procedures and Activities Before beginning research on Aldous Huxley, students will first brainstorm to determine what it means to be a “credible” scientist. The teacher will introduce the subject by mentioning popular science topics in the news today, like global warming / climate change or stem cell research. Who do we, as the lay public, trust to tell us about these topics in an unbiased and knowledgeable way? Do these people need to be educated? Trained? Conducting research in the field? Well spoken? Evaluated by their peers? Students will gather in small groups of 3 or 4 and list the qualifications they feel are necessary to make a “trusted” scientist. After a few minutes of brainstorming, the class will come together and create a chart titled “What makes a ‘believable’ scientist?” Groups must agree with everything that will go on this chart, as it will remain up during our study of Brave New World, and we will constantly refer to it as we try and determine whether or not Aldous Huxley meets our qualifications. This can likely be done within one 45- minute class period. The major task that students will complete during this lesson is a brief research paper on Aldous Huxley. They will research biographical information as well as some critical resources in order to answer the question: Is Aldous Huxley a scientist, or does he have enough scientific knowledge to make the science in his novel Brave New World believable? This question is important to answer before students begin reading Brave New World because the purpose of this unit is to consider this novel almost a prophecy and to compare it to our own society, and this can’t be done without some evaluation of Huxley’s capabilities. The teacher can reserve a few periods of library time for students to begin their research, but much of the work will be done at home. 36 Houston Teachers Institute