Themes, symbols, and motifs come alive when you use a storyboard. In this activity, students will identify themes and symbols from the story, and support their choices with details from the text.
The ideal of equality has been fought for and is still being fought for all over the world. “Harrison Bergeron”, however, imagines what true equality, with the erasure of individuality altogether, might look like. The absence of differences in abilities, appearance, and intelligence paints a very grim picture of the world. Everything is boring, the same, and nothing needs to be questioned or discussed. While equality itself is an important ideal, it must be achieved without eliminating individual identity.
Even though everyone in “Harrison Bergeron” is now officially “equal”, the government must maintain this through thought control. They achieve this by interrupting the thought processes of people with high intelligence, and maintaining the intelligence levels of those who are incapable of contemplating something profound. Without thought, there is no innovation, curiosity, or desire. In the absence of these things, there is also no rebellion, which allows the government to maintain complete control over its citizens. The story is a warning of what can happen when emotions, intelligence, and distinct characteristics are taken away from the basic human experience, leaving the oppressors in charge.
The handicaps are assigned to people who go above the threshold of “normal”, according to the government. The handicaps perpetuate the idea of “sameness”, and those who don’t conform to this ideal are punished severely by the government. The handicaps provide a certain feeling of safety, where people no longer have to compete, think, or feel, allowing the government to remain in control.
The ballerinas are assigned various handicaps, including the use of masks to hide their differing beauty. George watches the ballerinas and it comes to him that perhaps they shouldn’t be handicapped… they are so clumsy and hindered by their handicaps, that George’s mind instinctively understands something isn’t right. However, before such a treasonous thought can take hold, he is interrupted by his radio transmitter noise. His moment of free thought is suppressed by those in charge.
The television is where the people of this dystopia receive their news and entertainment from. It is the propaganda machine of the government, who use the opportunity to paint Harrison’s abilities – “a genius and an athlete, under-handicapped” – as a danger to the population. Hazel, after watching her son’s murder on live television, is unable to remember why she is so upset. She is confused by the darkened screen, and knows that something she saw on the TV was sad. She doesn’t seem to grasp that what she witnessed was a real experience, displaying the control that the TV has over her life and mind.
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Student Instructions
Create a storyboard that identifies recurring themes in ”Harrison Bergeron”. Illustrate instances of each theme and write a short description below each cell.
Encourage open dialogue about how individuality and conformity are portrayed in "Harrison Bergeron". Ask students to share examples from the story and connect them to real-life situations. This deepens comprehension and helps students relate the text to their own experiences.
Direct students to locate specific quotes and scenes that illustrate key themes like equality and loss of free thought. Have them explain how each example supports the identified theme. This practice strengthens analytical skills and textual understanding.
Assign students to create storyboard panels depicting major symbols and motifs. Encourage use of images and captions to demonstrate their interpretations. Visual activities engage diverse learners and reinforce literary concepts.
Organize partner or small group exchanges where students present their theme choices and evidence. Prompt peers to ask questions or offer constructive feedback. This fosters collaboration and critical thinking in the classroom.
Encourage students to identify modern examples of conformity, individuality, or propaganda. Lead a discussion on how these issues appear in today’s world or school environment. Making real-world links enhances engagement and relevance.
The main themes in "Harrison Bergeron" include the dangers of enforced equality, the loss of individuality, and the suppression of free thought. The story explores what happens when a society eliminates differences in ability, appearance, and intelligence, resulting in a controlled but stagnant world.
Handicaps symbolize the government's control and the forced sameness in society. They are imposed on individuals who exceed 'normal' abilities, punishing uniqueness and ensuring no one stands out, thus maintaining an artificial sense of equality and safety.
The government uses television as a tool for propaganda, controlling both news and entertainment. It shapes public perception, suppresses dissent, and ensures citizens accept the regime's version of reality without questioning or remembering traumatic events.
Students can learn that true equality should not come at the cost of individuality or free thought. The story warns against the dangers of erasing differences, showing that a society without diversity or critical thinking becomes oppressive and lifeless.
Teachers can engage students by having them identify and illustrate key motifs and symbols from the story, such as handicaps, ballerinas, and television. Using storyboards or group discussions helps students connect examples from the text to deeper meanings.