Book One, Chapters 1-2

1. What bothers Winston?
2. What is wrong with his society?
3. What are the three slogans of the Inner Party?
4. What are the four ministries?
5. What items are written in italics?
6. How does the Two Minute Hate work?
7. What happens to Winston during the chant?
8. What happens between O’Brien and Winston?
9. During the film (p. 11), how did the audience react?
10. What is "thoughtcrime"?
11. What are the Thought Police?
12. Who are the Parsons and what do they represent?
13. How do the Parsons’ children behave?
14. What is Winston's dream about O’Brien?
15. What is announced on the news? (p. 25)

Book One, Chapters 3-4

1. What is Winston’s dream about his mother? How does he feel about himself in that dream?
2. What is his dream about the "Golden Country"?
3. What does he remember about the big events of the past? Bombs? Past Wars?
4. Explain the Party slogan, "Who controls the past controls the future; who controls the present controls the past."
5. What does he know about the legends concerning Big Brother?
6. Describe Winston’s job.
7. How is the past controlled?
8. What special literature, music, and entertainment is produced for the proletariat (proles)?
9. How does Winston feel about his work? What sort of "creativity" is involved?
10. What is the significance of Comrade Ogilvy?

Book One, Chapters 5-7

1. What is the problem with obtaining razor blades?
2. What is revealed about Inner Party philosophy in the discussion between Winston and Syme?
3. Why does Winston feel that Syme will be vaporized?
4. Parsons brags about his children for doing what?
5. What is the significance of the telescreen announcement? (p. 51)
6. What are Winston’s feelings about the present time after he hears the cheerful announcement on the telescreen?
7. Winston predicts that certain people will be vaporized and that certain people will never be vaporized. Who? Why?
8. What is the purpose of marriage in the state?
9. What do Winston’s memories about visiting a prostitute reveal about his attitudes towards sex in Oceania?
10. How does Winston view the proles?
11. How are the proles controlled (prole control)?
12. What lies/half-truths does the Party teach about history?
13. Winston suspects that the Party lies about progress made since the war. What Party claims does he doubt?
14. What is the story of Aaronson, Jones and Rutherford?
15. Why is this story so meaningful for Winston?
16. What is Winston’s unanswered question?

Book One, Chapter 8

1. Why does Winston go off on his own? What activities is he missing out on?
2. What is life like in the proles’ end of London?
3. What does Winston think about after his conversation with the old man in the pub?
4. What does Winston discover at Mr. Charrington’s shop?
5. What is Mr. Charrington like?
6. What does Winston think when he sees the dark-haired girl outside Mr. Charrington’s shop?
7. How does one’s own body betray a person?
8. Why does Winston wonder about church bells ringing in London?

Book Two, Chapter 1

1. How does Winston react to the note from Julia before he reads it?
2. How does Winston react to the note after he reads it?
3. How do they manage to meet?
4. Describe the "parade" in Victory Square. Why does the Inner Party provide the spectacle for the proles? For the Outer Party members?

Book Two, Chapter 2

1. Why is Winston ill at ease once he is alone with Julia?
2. What does Julia bring with her that she has obtained on the black market?
3. What is Julia’s philosophy? (More about his in chapter 3)
4. What familiar sign does Winston find?
5. What is the significance of the thrush music?
6. What does Winston mean when he says that he loves Julia all the more because she has had scores of sexual encounters?
7. Compare/contrast this to the situation in a related novel, Brave New World by Aldous Huxley.

Book Two, Chapter 3

1. How and where do Julia and Winston meet?
2. What is Julia’s job?
3. What is her background?
4. What is her attitude toward the Inner Party?
5. Describe Winston’s marriage.
6. What do Winston and Julia disagree about?

Book Two, Chapter 4

1. How does Winston react to the singing prole woman?
2. What pleasures of the senses are mentioned in this chapter? What is Orwell’s point in mentioning them? (Also, notice the difference between the dystopian society in Brave New World and that in 1984 regarding gratification of the senses.)
3. What is Winston’s reaction to rats? Julia’s reaction?
4. Winston is interested in the church bells that once played in the city even though he is not religious. What do church bells mean to him?
5. Winston sees the coral paper weight as a symbol of what?

Book Two, Chapter 5-6

1. Who has vanished?
2. Describe the preparations for Hate Week. In what ways does the Inner Party excel in building spirit?
3. Julia and Winston have some differences. Explain them.
4. What finally convinces Winston that O’Brien is a member of the Brotherhood?

Book Two, Chapter 7

1. What does Winston remember about his family and his relationship with his mother?
2. What does Winston realize about love and loyalty as a result of his dream?
3. What is the difference between confession and betrayal?

Book Two, Chapter 8—9 (through p. 151)

1. Contrast the living quarters and style of the Inner Party members with those of the Outer Party members and proles.
2. How does O’Brien test Julia and Winston?
3. What information does O’Brien give them about the Brotherhood?
4. How will O’Brien get The Book to Winston?
5. What are the ways in which the Inner Party builds spirit during Hate Week?

Book Two, Chapter 9, The Book (p. 151-164)

1. Why does Orwell include detailed passages from Goldstein’s Book in 1984?
2. Notice that Orwell repeats the first paragraph of The Book on p. 152 and p. 166. Why would Orwell repeat himself in that way? What is the purpose?
3. What three classes of people have always existed? (p. 152)
4. In What ways have these three classes changed? (p. 152)
5. What is the purpose of war in the world of 1984?
6. What are the two aims of the Party?
7. What are the two problems with which the Party is concerned?
8. Why do all three superpowers forbit their citizens from associating with foreigners?
9. The governments of the three superpowers are alike in essence even though their forms of government have different names. Identify these similarities and explain why they exist?
10. What is the real "war" (p. 164) fought in each of the three governments? Your answer will explain the party slogan, "War is Peace."
11. What are the aims of the three groups? (p. 166-167)
12. What changes in the pattern occurred in the nineteenth century?
13. How did socialism change in the twentieth century?
14. Why are the rulers in the twentieth century better at maintaining power than earlier tyrants?
15. What are the four ways an elite group falls from power? (p. 170-171)
16. How does the Inner Party make certain it will not fall from power? (p. 171-172)
17. How is a person’s class determined in the 1984 world?
18. What is doublethink and what is its purpose to the ruling class?
19. Why is the mutability of the past important to the ruling class?
20. Why will this ruling class live on while earlier tyrants fell?
21. What other significant points do you notice?

Book Two, Chapter 10

1. What understanding does Winston gain about the common people?
2. What is the significance of the glass paperweight here?

Book Three, Chapter 1

1. Where is Winston? How is he treated there and why?
2. Which of Winston’s acquaintances is in the same place and why?
3. What happens between the starving man and the chinless man?
4. What effect to the words "Room 101" have on the skull-faced man?
5. Who truly is O’Brien? What do he and Charrington have in common?

Book Three, Chapter 2

1. What sort of treatment does Winston receive on p. 198-200?
2. What is O’Brien attempting to teach Winston? (p.201-207)
3. On p. 209—211, O’Brien explains how the Inner Party avoids the mistakes of past totalitarian governments. State in your own words what O’Brien means.
4. What effect does the (painless) shock treatment have on Winston? (p. 212-213)
5. What questions does Winston ask O’Brien and what are the responses?

Book Three, Chapter 3

1. According to O’Brien, what are the three stages in Winston’s re-integration, and which stage is he aobut to enter?
2. Who wrote Goldstein’s book? Is what the book says true? (Notice the answer in its entirety, p. 215-216)
3. Why does the Inner Party seek power and how does this reason differ from the reasons of the Soviet Communists under Stalin and the Nazis?
4. Explain the slogan, "Freedon is Slavery."
5. How does one person assert their power over another?
6. How will Oceania differ from all traditional utopias? (p. 220)
7. Why does Winston feel he is morally superior to O’Brien and how does O’Brien prove that Winston is wrong?
8. How does Winston’s physical appearance affect him?
9. What good thing can Winston say about himself at the end of this chapter?
10. How does Winston feel about O’Brien? Why?
11. What final question does Winston ask O’Brien? (p. 225-226)
12. How is the Inner Party’s philosophy different from the Controller Mond’s philosophy in Brave New World?

Book Three, Chapter 4

1. How has Winston’s environment changed? What does he do with his time? How does he show his obedience to the Inner Party?
2. How does Winston show that he is not entirely true to Big Brother?
3. How does Winston feel about Big Brother?

Book Three, Chapter 5

1. What happens in Room 101 and how does this "cure" Winston?

Book Three, Chapter 6

1. What is the setting?
2. What is Winston’s job? (Look up "sinecure" if you don’t know it)
3. How did his meeting with Julia go?
4. How is it evident that Winston really is a different person?
5. What is happening in the last two paragraphs of the book?

The Slow Death of High School Journalism

Americans need to remember what Thomas Jefferson once said, "If I had to choose between government without newspapers, and newspapers without government, I wouldn't hesitate to choose the latter."

The education of future journalists is at stake in the U.S. The unlikely culprit is the No Child Left Behind Act. The No Child Left Behind Act (NCLB) sounded good on paper in 2002, but in the past five years it has caused many journalism programs in high schools across the country to fold. These highly successful elective classes have been replaced by remedial classes basically taking away the fun and excitement of school. "Journalism programs are being squeezed by everything from NCLB to tight budgets...," according to Jack Kennedy, President of Journalism Educators of America. Why is this happening? Schools need to pass the NCLB testing or they lose funding; thus, they are eliminating elective classes and replacing them with remedial classes.

Journalism is the one course in the curriculum that integrates four disciplines: English language skills, social studies/world skills, computer/technology skills, and art/design skills. Students also learn about photography and page layout. They thrive in an environment where they can develop a project with their peers while expressing their ideas to the community and gain respect for their ideas. They learn skills necessary for democratic living; they get involved and passionate about their work. Instead of creating problems, students expend energy creating a newspaper, magazine, or website. It would seem logical that journalism courses would not be the first to go, but they are. They can be expensive because of the costs of publishing, but in today's world schools with computers can create websites. Multiple resources are available on the web including www.highschooljournalism.org, a site for high school newspapers, and College Publisher, which hosts the largest network of online college newspapers in the world. Unfortunately, it is just easier to cut the journalism program and administrators frequently find it less controversial not to have students voice their opinions.

Fortunately, I teach in Palo Alto, CA, a community that has not been negatively impacted by NCLB. The community is also aware of the value of journalism education and they support it. We have hundreds of students in four journalism electives: newspaper, magazine, online and television. (www.voice.paly.net ) The University of California gives College Preparatory Elective credit for the classes. UC College Preparatory Electives But this is just one bright spot in the field of failing programs. What can we do as a nation to help revive journalism education that is being replaced by remedial courses that students and teachers dislike, but see as the only way to cope with NCLB?

The most effective way to correct the problem is to modify or eliminate the No Child Left Behind Act. It has been five and half years since it was signed by Bush and it has had a negative impact on education. Write to your senator and congressman or woman. Put pressure on the local school board. School administrators are sensitive to pressure from parents and community members. The framers of NCLB had lofty goals in mind, but it has backfired. Just imagine how exciting it must be for students to be involved in publishing, whether it be in print format or on the web, and imagine how dismayed they must feel having this replaced with a regimented remedial class. How motivated are students to learn in a remedial class? Wouldn't it be better to incorporate reading/writing programs into a journalism curriculum so students can have real goals and something to show for their efforts?

No Child Left Behind is failing because neither teachers nor administrators really support it. It requires mandatory testing and reporting; schools that fail to show progress Annual Yearly Progress have their funding cut off. It is particularly crazy because schools that fail need more funding and more help, but instead they lose their funding.

While it does give local control to parents and supports charter schools, in general schools are in worse shape than they were in 2002. According to Education Week, "The U.S. education system no longer stacks up as favorably as it once did when compared with those of other prosperous countries." A 2003 UNiCEF study UNICEF study shows the U.S. was ranked 18th out of 24 nations in terms of the relative effectiveness of the educational system.

The National Council of the Teachers of English (NCTE) passed a resolution in 2002 on "The Importance of Journalism Courses and Programs in English Curricula." Unfortunately, the resolution has not be able to stem the tide of closure of journalism programs; schools fear losing their funding if they fail to pass the NCLB tests and thus they are simply teaching to the tests, not teaching students to think. NCTE Journalism Resolution

The NCTE noted that "As school districts across the country become standards-based, it is imperative that journalism courses be recognized for their ability to meet the NCTE/IRA standards." Fear that these programs do not teach directly to the test is one of the primary reasons for replacing them with remedial courses.....a very sad commentary on the direction of education in the U.S.

Journalism helps students think, develops their self esteem, enhances students' EQ (Emotional Quotient), teaches them to write, and develops their interest in world affairs. A study by Candace Bowen and Susan Tantillo for NCTE shows that "journalism helps students become better communicators, better thinkers and, as a result, better citizens." We cannot allow NCLB Act to continue to negatively impact a program that promotes thinking and writing and is the cornerstone of American democracy, the fourth estate: journalism. Take action. Don't just sit back and hope someone else will assume responsibility for putting pressure on Congress. Think about your children and your grandchildren and act on their behalf. We will all be thankful when No Child Left Behind is behind us.