1. AileenWeaver
3/9/2015
Anthem Philosophical Concepts Lesson Plan
*Note: Precede this lesson with lesson on dystopian and utopian societies*
Rationale:
Students have begun to read the novelette Anthem by Ayn Rand, which includes many philosophical
concepts that they may not be familiar with. It is important for the students to become familiar with and
know these concepts to gain a better perspective of the story. The discussion of dystopian literature can
often lead to questions about philosophical concepts that are used in these stories. Giving students
background for these discussions is vital to helping them understand the material for this unit.
Materials:
For Students
- Pen/Pencil
- Reading notebooks
For Teacher
- *Philosophical Concepts Handout*
o Should be given to students to read for homework the night before the lesson
o Read together as a class to ensure students have at least read the material once
- Projector
- Computer w/Microsoft PowerPoint and Philosophical Concepts PowerPoint (attached with lesson
plan on D2L)
- Microsoft Word or way to write a list with the class
Student Objectives:
- Introduce and explain philosophical concepts that will be discussed throughout the Anthem unit
- Share opinions on philosophical concepts with classmates
- Gaining understanding of how to apply philosophical concepts to the students reading of Anthem
Standards:
CC.1.2.9–10.C
Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or
series of ideas or events
CC.1.2.9–10.J
Acquire and use accurately general academic and domain specific words and phrases,sufficient for
reading, writing, speaking, and listening
CC.1.2.9–10.K
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-
level reading and content
CC.1.5.9–10.A
Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively

2. AileenWeaver
3/9/2015
Lesson/Activity(s):
6 minutes: Reintroduce definition of dystopian societies and ask students to define what they think a
dystopian society would look like. Short writing assignment (two to three sentences), ask students to
write their own definition of a dystopian society (write prompt on board for students that have
difficulties with verbal instructions).Ask what they thought of the reading they were assigned, discuss
any confusion/concerns they had while reading. Write down answers to prompt and questions
students have on the board or project on a Microsoft Word document. Print out copies for students
with IEP’s.
20 minutes: Present PowerPoint with the Philosophical Concepts Breakdown handout which
provides a more detailed explanation ofthe concepts given on the previous handout. Throughout the
presentation, ask questions and get student contribution/thoughts on different concepts. Do they think
these philosophical concepts would work well in today’s society? Why or why not? Make sure students
are taking notes on handouts/in notebooks throughout presentation.
15 minutes: Give students time to discuss philosophies and how they relate to Anthem/where do they see
these philosophies in their lives today. Assign one philosophy to each group and give a specific page
example from the book for them to connect the philosophy and the textthat is given to them. Ask
students to make notes of topics and questions in their notebooks or on handouts that they would like to
talk about more in depth.
4 minutes: Conclude with summary of PowerPoint, ask students to continue to read over philosophical
concepts hand out and think about how they are relevant to the novelette (Anthem).
Assessment: Students will be sharing aloud with the class and given a quiz on Chapter One from Anthem
within the next lesson, which will include philosophical concepts that they reviewed in class. Quiz will
include a word bank with philosophical concepts and short definitions to help students connect the
concepts to the text examples on the quiz.
Adaptations:
- Mixed Ability and Language Groupings:
- Use the short story Harrison Bergeron to introduce the idea of dystopian texts
- Give students a second handout and worksheet and review both in class. Do not send students
home without reviewing both the handout and worksheet thoroughly.
- Break down concepts even further for students (elaborate handouts)
- Extend time for students to discuss concepts
- Students with auditory disability will be allowed to record the lesson so they may review
lesson concepts after class has taken place
- Students with writing difficulties will be given a quiz with more in depth word bank in an
attempt to assist with fill in the blank and one short answer question. Short answers will be
graded on answer alone, not grammatical and spelling correctness.

3. AileenWeaver
3/9/2015
Anthem
Relevant Philosophical Concepts
Collectivism
- The subjugation of the individual to a group – whether to a race, class or state
does not matter
o Subjugation – to bring under control and govern as a subject; to control
- Holds that man must be chained to a collective action and collective thought
for the sake of what is called ‘the common good’
o What is the common good??
Individualism
- Regards man – every man – as an independent, sovereign entity who possesses
an inalienable right to his own life, a right derived from his nature as a
rational being
o Sovereign – supreme, independent authority over a region, state… or
person?
o Entity – an individual person, place or thing
o Inalienable Right – a right that cannot be taken away, denied or
transferred
o Rational Being – a person that thinks sensibly or logically
- Holds that a civilized society . . . can be achieved only on the basis of the
recognition of individual rights
- A group has no such rights other than the individual rights of its members
Altruism
- Man has no right to exist for his own sake
- Service to others is the only justification of his existence
- Self-sacrifice is his highest moral duty, virtue and value…
- Views the self as a standard of the evil and the selfless as a standard of the
good
Egoism
- Each man’s primary moralobligation is to achieve his own welfare, well-
being, or self-interest…
o Welfare, well-being, self-interest – What do these words mean to you???
- He should be ‘selfish’ in the sense of being the beneficiary of his own moral
actions
o Beneficiary – a person who derives advantage from something

4. AileenWeaver
3/9/2015
Conformity
- The act or habit of bringing (oneself) into harmony or agreement with others
- Adhering to conventional behavior
o Adhering – to believe in and follow the practices of a religion or a society
- Conventional behavior examples:
o ‘Bless you’
o ‘I’m sorry’
o ‘Please’ and ‘thank you’
o Holding the door for someone
Obedience
- Complying with a command
- Yielding to those in authority
- Who do you obey? Is obedience a form of respect? Or is it just a conventional
behavior, how you were taught to act when you were young?
Independence
- One’s acceptance of the responsibility of forming one’s own judgment and of
living by the work of one’s own mind
- Forming one’s own judgment
o Making a decision
o How do you go about making decision?
- Living by the work of one’s own mind
o Consequences
o Does independence come with the freedom to do whatever you want
without having to handle the consequences of your decisions?
o Why or why not??
- The virtue of freedom