Dystopian literature is a rapidly growing sub-genre of popular fiction. Authors often use dystopias to convey a message about the world we live in today. Dystopias are extremely flawed societies. In this genre, unlike other literature genres, the setting is often a fallen society, usually occurring after a large scale war or other horrific event, that caused chaos in the former world. In many stories, this chaos gives rise to a totalitarian government that assumes absolute control. The flaws in this sort of a dystopia are center around oppression and restrictions on freedom by central authorities.
Students can track elements of the dystopian society of The Handmaid’s Tale as they read. Have students track the six common elements of a dystopia, and then depict these elements in a storyboard along with a supporting quote.
Example:
Women were not allowed to own property or hold jobs in the early days of the regime. Women were segregated into different classes, and they were not allowed to move freely into other countries, many families were split up, and they were not allowed to shirk their duties. Everyone had to be careful of what they said, because they could be turned in for treason.
Example:
The government restricts access to food, local areas, and travel with the use of food tokens, passcards, and checkpoints. The government requires Commanders' households with Handmaids complete the Ceremony each month, and that pious answers be given as responses for everyday conversations. Black vans ride around and pick up people who are accused of treason. They hang the bodies on the Wall for public display.
Example:
The setting is not futuristic until the end of the novel; however, at the time of the writing of the novel, this does take place sometime in the future: the 1990s. The Western Hemisphere has fundamentally changed; the United States of America no longer exists, replaced by the Republic of Gilead.
Example:
All classes of people are expected to wear the same clothing that corresponds to their class or duty. Handmaids wear red, Wives wear powder blue, Marthas wear dull green, Econowives wear red, blue, and green stripes, and so on. People were expected to greet each other with pious sayings, which assumed that everyone had converted to this particular sect of Christianity.
Example:
The Republic of Gilead does allow tourists to come and view the society as the example of the society that is doing things right. When the Japanese tourists ask Offred if she is happy, she is expected to say yes. The upper echelons of Gilead believe that when the population is replenished and women no longer have to work so hard at everything, then finally everyone will be happy.
Example:
Offred holds out hope that her husband, Luke, is still alive and that together they will be able to save their daughter one day. She toys a bit with the Mayday Resistance idea, but ultimately decides not to give in to it because she's falling for Nick. She does make the tapes which later become the transcript "The Handmaid's Tale", possibly in hope that it can be used for the Resistance. She does wish to escape in the hopes that she can eventually return to a normal life.
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Student Instructions
Create a storyboard that identifies the six elements of dystopian fiction in The Handmaid’s Tale. Illustrate instances of each element and write a short description below each cell.
Encourage critical thinking by dividing students into groups to debate major ethical issues from the novel. Assign roles—such as supporters of Gilead’s laws and those who oppose them—to help students analyze multiple perspectives and support their arguments with evidence from the text.
Pick thought-provoking topics like freedom vs. security, gender roles, or resistance vs. conformity. Clearly define each issue so students are focused and discussions stay relevant to the novel's context.
Divide the class into teams or pairs, giving each group a specific stance to defend. Rotate roles so everyone has a chance to argue from different perspectives, deepening their understanding of the novel’s complexities.
Instruct students to find quotes and examples from the book that support their assigned viewpoint. Encourage annotation so they’re prepared to back up arguments during the debate.
Set clear ground rules for respectful listening and responding. Allow each side time to present, rebut, and summarize. Moderate discussion to keep it focused and fair.
Lead a class discussion on how the ethical dilemmas from the book relate to current events or students’ lives. Encourage reflection on the importance of questioning authority and understanding complex social issues.
The Handmaid's Tale features key dystopian elements such as oppressive government control, restricted freedoms, enforced conformity, a futuristic or alternate setting, the portrayal of society as a utopia, and a protagonist striving for normalcy. These elements create a society marked by surveillance, fear, and lack of personal rights.
The government in The Handmaid's Tale uses methods like restricting movement, enforcing strict dress codes, monitoring speech, limiting access to resources, and public punishments to maintain total control over citizens, especially women.
The Handmaid's Tale is considered dystopian because it depicts a deeply flawed society where freedom is suppressed, human rights are violated, and the government enforces strict rules that strip people of their individuality and autonomy.
Examples of conformity include color-coded uniforms for different classes (Handmaids in red, Wives in blue), mandatory religious greetings, and expectations that everyone follows the regime’s beliefs and behaviors without question.
Students can create a storyboard identifying the six dystopian elements in the novel, illustrate scenes that represent each one, and write short descriptions. This helps them visually and critically analyze how these elements shape the story.