Dystopian and Utopian Literature
Lesson Plan Production Details
Goals and Questions
In times of political upheaval, societal unrest, or intellectual evolution, authors often direct their gaze toward the future. Dystopia, a term first coined by Thomas More in 1516,1 envisions a corrupted future that frequently mirrors the anxieties and preoccupations of the contemporary era. Dystopian literature serves as a refuge for the exploration of radical ideas and reflections on the current state of existence. Conversely, utopias also arise from concerns about the future but opt to imagine a world that has successfully purged itself of present issues, existing in a liberated and transcendent liminal space. Utopian fiction advocates for change by presenting a vision of a hopeful future and the transformative possibilities that could positively alter society.
Despite both genres being deeply political and forward-looking in their arguments, their manifestations diverge significantly. This three-week lesson plan (or unit) aims to dissect the similarities and differences between dystopian and utopian fiction, probing why authors may opt for one over the other. Rather than relying on commonly used, Eurocentric literature, this unit employs texts written by authors impacted by racism and colonialism to examine how these factors affect societal outlooks on dystopian and utopian fiction. Specifically, students read a pioneering Afrofuturist text by W.E.B. Dubois entitled “The Comet,” as well as a highly regarded South Asian Victorian utopian text by Rokeya Hossain that critiques British colonialism.
Within this overarching objective, the lesson plan stages discussions regarding other social inequalities related to gender and class and how they manifest within the utopian and dystopian genres. The exploration of these themes supports a nuanced understanding of the socio-political underpinnings that shape and define these speculative literary forms.
Within this unit, several critical concerns and questions arise for discussion. A significant one centers around the impact of race on both dystopian and utopian literary genres. Additionally, the lesson plan delves into exploring the distinctions between dystopian and utopian literature, while also considering arguments regarding their classification within the same genre. Throughout the lesson plan, students also examine how real-world circumstances distinctly influence these genres and whether the circumstances primarily serve as reflections on the future or as commentaries on contemporary society.
Usage and Week-by-Week Layout of Lesson Plan
Overview
This unit is made in mind for high-school-level students. Based on how the readings are scaffolded and discussion questions, this could be appropriate for a 9-12th grade range. (Note: This guide [PDF] shows how one may approach changing the current standards for this lesson plan into a different grade-level than the current standards set at the 10th grade level.) Currently structured for three weeks, this unit has the flexibility for expansion by incorporating additional activities and delving deeper into the suggested readings. Conversely, the unit can be streamlined into a one-week format if the emphasis shifts toward establishing a general understanding of utopian and dystopian literature. The adaptable nature of this unit allows for customization based on the depth of exploration desired within the given timeframe.
Week One: What is Futurity, Utopia, and Afrofuturism?
During the first week, the focus is on elucidating the reasons individuals often turn to the future when engaging in discussions about contemporary politics and social movements, especially those regarding race. To facilitate this exploration, students gain a foundational understanding of “futurity” and its application in recent literature. The article “The Novel Solutions of Utopian Fiction” serves as a key resource, delving into the sociological aspects of utopia. Additionally, a TED talk on the history of utopia offers a more accessible entry point into comprehending the motivations behind the existence of utopian visions.
The week's discussions also extend to Afrofuturism, providing students with insights into how this perspective may diverge from conventional understandings of utopias. By incorporating Afrofuturism, the goal is to broaden student understanding of futurity, examining it through a lens that considers race as well as diverse cultural and social contexts. Through these explorations, students will not only grasp the theoretical underpinnings of utopian thought but also develop a nuanced appreciation for the diverse ways in which visions of the future intersect with and reflect contemporary concerns.
Below are the selected Nebraska English Language Arts (ELA) standards for the tenth grade that are implemented within this lesson. Further information can be found at the Nebraska ELA Standards website. The Common Core ELA standards counterparts of the Nebraska ELA standards can be found within this document (PDF) provided by the Nebraska Department of Education.
ELA Standards (Nebraska)
LA.10.RI.1 – Analyze the development of two or more implied or explicit central ideas over the course of an informational text or texts.
LA.10.RI.3 – Analyze an author's perspective or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
LA.10.W.5 – Write informative/explanatory pieces to clearly convey ideas, information, and concepts in which the development and structure are appropriate to the task, discipline, purpose, and audience.
Summary of Materials
All of the materials for week one seek to establish a baseline understanding of the utopian genre and what its goals may be according to a variety of scholars. The materials also put a focus on utopian literature that centers on questions related to race and how such literature varies from similar literature that does not.
Readings
Robinson, Kim Stanley. “The Novel Solutions of Utopian Fiction.” The Nation, 16 July 2021.
This article points out the differences between utopian and dystopian novels. It also looks at the impossibility of utopian novels and how unlikely they would be to exist given the history of the world. This can lead to important classroom discussions regarding the importance of utopian and dystopian literature. This may also lead to lively debates if prompted!
Dubois, W. E. B. “The Comet.” Darkwater: Voices From Within the Veil, Harcourt, Brace and Company, New York, 1920.
Often considered one of the first examples of Afro-futurist fiction, “The Comet” is a short story about a comet that kills all of the citizens of New York City besides an African American man and a white woman. The two then must fight to survive together as well as address and discuss racial tensions.
Videos
Palazzo, Danilo. “The History of Utopian Thinking.” 18 May 2017. YouTube.
This video is a Ted Talk by an urban planner and architect named Danilo Palazzo. In this video, Palazzo discusses how utopian fiction can act as an inspiration for building new communities for the better. The video provides a counterargument to some of the previous discussions regarding the possibility and benefits of utopian literature.
Weekes, Princess. “Afrofuturism: From Books to Blockbusters. 18 Mar. 2020. YouTube.
This video introduces the concept of Afrofuturism by talking about famous literature and films that are a part of this genre. Afrofuturism can be seen as a form of utopian literature focusing on Black communities and advancements that would prove beneficial. The main goal of this video is to showcase conceivable limitations to utopian literature as well as look at the unique aspects important to Afrofuturism.
Discussion Questions
- What are some reasons that an author would want to write a utopian piece?
- What are some distinguishing characteristics between Afrofuturism and utopia?
- Do you think that utopian fiction can lead to real-world changes? Would these changes be positive or negative?
- How can afro-futurist fiction make arguments for the present when talking about the future?
- What rhetorical devices does utopian fiction and afrofuturist fiction implement?
- Why do you think there has been a rise in Afrofuturism in the past few decades?
Suggested Activities
- Give five minutes for students to break up into groups and discuss any utopian or afrofuturist literature they have read or any movies they may have seen with those elements. Share with the rest of the class once the time is up.
- Writing Prompt: Write a fictional story of your ideal future world. What rules are there? How does the government work? Who is in charge?
- Annotate the texts and write at least three questions in the margins. This could also involve writing deeper interpretations of highlighted lines.
- Have students come up with rules for the classroom if this were to be their utopic world. Follow all of these rules (within reason) for one day in the classroom. Debrief and talk about if this was everything the students imagined it would be. What worked? What did not?
- Writing Prompt: Write a letter from someone from your utopian future to someone in the present. Have them explain what has changed, and what has stayed the same. Are there any issues? Explain a timeline of how the world was able to become utopic.
Week Two: What is Dystopian Literature?
During the second week, students delve deeper into the nuances of dystopian literature. The fundamental question of why dystopias are imagined and what societal conditions give rise to them are explored. Questions of how racial biases and injustices affect the genre also come up and should be a major point of discussion throughout this week. Through engaging discussions, students examine both the merits and pitfalls of dystopian narratives, encouraging critical thinking about their implications.
Additionally, the week encourages students to embark on a journey of personal introspection, considering how dystopian themes resonate within their own lives and shape their political perspectives. Questions of their race and positionality may come into discussion as well. This reflective process serves as a bridge between the preceding and subsequent weeks, paving the way for a comprehensive exploration of the contrasts and parallels between utopian and dystopian literature.
A significant aspect of this week involves fostering a space for personal reflection, where students' insights and contributions are highly valued. This environment encourages open dialogue on topics of personal significance, while also emphasizing the importance of respectful disagreement within a professional academic setting.
ELA Standards (Nebraska)
LA.10.RI.1 – Analyze the development of two or more implied or explicit central ideas over the course of an informational text or texts.
LA.10.RI.3 – Analyze an author's perspective or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
LA.10.W.5 – Write informative/explanatory pieces to clearly convey ideas, information, and concepts in which the development and structure are appropriate to the task, discipline, purpose, and audience.
LA.10.SL.2 – Present information, findings, and supporting evidence clearly and concisely and in which
Summary of Materials
All of the materials for week two seek to define the dystopian genre and how it is influenced by real-world politics, particularly race-centric issues. The week places a major focus on how dystopia has the opportunity to enact real-world change.
Readings
Cole, Diane. “How Dystopias Can Save the World.” BBC, 29 Mar. 2022.
This article looks at dystopian arts and literature and how they may be able to enact real change within the political and social landscape. The article provides a foundational argument as to why authors and artists wish to create dystopian art in the first place.
Jerald, Aysha. “Exploring the Relationship between Dystopian Literature and the Activism of Generation Z Young Adults.” American Journal of Undergraduate Research, vol. 16, no. 4, Mar. 2020, pp. 81–93.
This piece talks about how growing up reading dystopian literature has affected the politics and social activism of Generation Z teens. This piece has the potential to be engaging and topical for the current high school students.
Videos
FantasyCodex. “Dystopian Fiction: An ANIMATED Study of a Subgenre.” 30 Dec. 2022. YouTube.
This video can act as a short and engaging way to introduce the dystopian fiction genre to students for the first time. This can easily be coupled with discussions of popular media that fall into the dystopian literature category.
Gendler, Alex. “How to Recognize a Dystopia.” 15 Nov. 2016. YouTube.
This video discusses the tenets of dystopian literature and why dystopian literature was created in the first place. The video also plays with the idea of dystopia acting as a cautionary tale more than a specific predicament of the future. The video can also work as an introduction to the genre.
Bradbury, Ray. “The Ray Bradbury Theater-S04E11-The Veldt.” 10 Nov. 1989. YouTube.
This episode of the Ray Bradbury theatre shows the short story “The Veldt.” The video could work as a more practical and entertaining way of showcasing the tenets of dystopia.
Discussion Questions
- Why do authors set dystopian novels in the future?
- What are some pitfalls of setting a story in the future versus the modern day? What are the benefits?
- Do you think that dystopian fiction can lead to real-world changes? Would these changes be positive or negative?
- Has a dystopian novel ever changed your mind about something? If so, what?
- What rhetorical devices does dystopian fiction implement?
- Can dystopian literature be apolitical?
Suggested Activities
- Give five minutes for students to break up into groups and discuss any dystopian literature they have read or any movies they may have seen with those elements. Share with the rest of the class once the time is up.
- Writing Prompt: Write a short dystopian story that highlights some aspects of our current world that you are concerned about.
- Annotate the texts and write at least three questions in the margins. This could also involve writing deeper interpretations of highlighted lines.
- Create a debate about whether dystopian literature is harmful or beneficial. Have students research their side and present it to the rest of the classroom.
- Writing Prompt: Write a letter from someone from your dystopian future to someone in the present. Have them explain what has changed, and what has stayed the same. Are there any issues?
Week Three: The Difference Between Dystopian and Utopian Literature
During the third week, students focus on exploring and analyzing the contrasting genres of dystopian and utopian literature. Through the examination of two fictional short stories, the students delve into the differing tones and intents of the stories and examine how the genre of each story portrays alternative visions of society.
Additionally, the week encourages students to critically evaluate the effectiveness of both dystopian and utopian literature in instigating real-world change. Students consider whether these genres serve as catalysts for societal transformation or merely speculative exercises.
Furthermore, this week emphasizes the importance of examining dystopian and utopian literature from diverse perspectives beyond the white gaze. Students explore how these genres resonate with African Americans of the Diaspora in the modern era as well as South Asian cultures from the Victorian era under colonial rule, and discuss the necessity of such literature within these communities. Instructors are advised that these discussions may elicit strong emotions and challenging viewpoints, underscoring the need to foster a safe and supportive environment for open dialogue before staging the dialogue itself.
In this final week, a summative assessment would be most beneficial. Note: As a scholar examining education as a carceral system, I do not design or assign summative assessments in my own classroom. However, I recognize the constraints and requirements that come with teaching in public school systems and believe an assessment focused on possible definitions and overall characteristics of dystopian and utopian literature would be appropriate to conclude this lesson plan with.
ELA Standards (Nebraska)
LA.10.RP.2 – Analyze how the development of characters, settings, and important events contribute to the meaning of the work as a whole.
LA.10.RP.7 – Analyze multiple perspectives within and across a wide range of literary texts.
LA.10.RP.6 – Analyze the implied or stated theme(s) in a literary text to draw conclusions, deepen understanding of self and others, and generate questions for further inquiry.
LA.10.W.5 – Write informative/explanatory pieces to clearly convey ideas, information, and concepts in which the development and structure are appropriate to the task, discipline, purpose, and audience.
Summary of Materials
This week involves a variety of materials that are actual examples of dystopian and utopian fiction. Both selected readings for the week are from POC authors and situate themselves within a racialized and colonized perspective. The focus is on how utopian and dystopian literature manifests within a world that neglects and commodifies race.
Readings
Hossain, Rokeya Sakhawat. “Sultana’s Dream.” 1905. A Collection of Women Writers, edited by Mary Mark Ockerbloom, University of Pennsylvania Libraries, 2008.
This is a utopian short story written by the Indian women’s rights activist Rokeya Hossain. The story portrays her dreams of what a female-led India would look like. It would be beneficial to look into Hossain’s life to showcase how often these utopian stories are written by political activists rather than fiction writers.
Jemisin, N. K. “The Ones Who Stay and Fight.” Light Speed: Science Fiction and Fantasy, Jan. 2020.
This is a short dystopian fiction written by the African American author N.K. Jemisin. The story looks at if the suffering of one person is acceptable as long as everyone else is prosperous. The allegorical text examines social hierarchies and exploitation of a select few for the sake of other individuals. The text allows drawing many parallels between prejudice and race relations in America. The text is a heavy read but could lead to some great discussions!
Videos
Khan, Maseera. “Begum Rokeya Hossain: A Pioneer Feminist Writer.” 27 Nov. 2021. YouTube.
This video provides a short biography of the author of “Sultana’s Dream,” Rokeya Hossain. It discusses her life as a brilliant Indian civil rights activist. This would be best to watch in conjunction with reading “Sultana’s Dream.”
Limitless Literature. “ Minute on Indian Education Thomas Macaulay History of English Studies in India- Chapter 1.” 27 Dec. 2022. Youtube.
This video provides context to the society Rokeya Hossain lived in while writing “Sultana’s Dream.” The video specifically looks at Thomas Macaulay’s “Minute on India” piece and how it seeks to admonish Indian culture for the sake of English assimilation.
Shaikh-Farooqui, Amneh. “WOW POP-UP: Sultana’s Dream-Animated Featurette.” 24 Mar. 2021 YouTube.
This fun video portrays an animated version of “Sultana’s Dream.” It may help some of the students who struggle to comprehend the short story on its own.
Discussion Questions
- What are some differences between utopian and dystopian literature?
- Which literature (utopian or dystopian) is more effective in making an argument?
- Why do you think Rokeya Hossain chose to write a utopian rather than dystopian piece as “Sultana’s Dream”?
- Why do you think there is more dystopian than utopian fiction in general?
- Which genre do you prefer to read? Why?
- After this unit, do you think dystopian and utopian novels matter? Why or why not?
Suggested Activities
- Create a slide show presentation detailing the differences between utopian and dystopian literature. Provide examples of each and a short background in history regarding it.
- Draw a propaganda poster from a dystopian or utopian world you have created. Write a paragraph providing the details about this world.
- Choose a short dystopian or utopian story to read. Give a short presentation on what it is about and some biographical information about the author.
- Write a short argumentative essay about which genre is more effective in critiquing society.
- I used the Nobel Prize Presentation (PDF) on utopian and dystopian literature to derive this information. Back to text
Acknowledgments
The author would like to acknowledge Cherrie Kwok’s “Undisciplining the Dramatic Monologue” lesson plan, which served as an inspiration for the layout of this lesson plan.
Developer Biography
Darian Wilson is a graduate student in English at the University of Nebraska-Lincoln with an emphasis in literary and cultural studies. Her current research involves mapping the intersections of childhood, nationalism, and carceral educational systems. From this map, she wants to examine how this may culminate in the current construction and surveillance of neurodivergent personhood. Most recently she presented an essay on the socialist possibilities of neuroqueer rhetorics at the Northeastern Modern Language Association. Pronouns: she/they
Tile/Header Image Caption
(Left) Prinzhorn, Hans. “Woman with a Wig.” 1922. Public Domain Image Archive. Public Domain U.S.
(Right) Ganesh, Chitra. “Sultana’s Dream: City in Broad Daylight.” 2018. University of Michigan Museum of Art. Museum purchase made possible by the University of Michigan Office of Diversity, Equity, and Inclusion, and the Director's Acquisition Committee, 2019, 2019/2.93.4. Used by permission.
Page/Lesson Plan Citation (MLA)
Darian Wilson, dev. “Dystopian and Utopian Literature.” Cherrie Kwok, Nirshan Perera, peer revs.; Darian Wilson, les. plan clust. dev.; Adrian S. Wisnicki, les. plan guide. Undisciplining the Victorian Classroom, 2025, https://undiscipliningvc.org/html/lesson_plans/social_dystopian_utopian.html.