The document provides a summary of the key elements of the novel The Hunger Games, including that it is set in a dystopian future where the Capitol controls 12 districts. As punishment for an earlier rebellion, each district must provide one boy and one girl between 12-18 years old, called tributes, to compete in the annual Hunger Games, a fight to the death that is televised for entertainment. The summary also lists several themes in the novel such as violence, survival, government control, and love.

1. The Hunger Games
(Book 1 of 3 in the H.G. Trilogy)

2. Book Review
• Set in a Dystopian Futuristic society
• Wealthy “Capitol” in control of 13 (now 12)
districts that are divided up by industry
• 75 Years ago there was an uprising against the
Capitol which was not successful
• In punishment for this rebellion the Capitol
created the “Hunger Games”
– 1 boy and 1 girl from the ages of 12-18 are randomly
chosen to be “Tributes”
– They fight to the death on live T.V. while the nation is
forced to watch

4. Panem

5. Main Characters

6. Themes/Subjects
• Violence/War
• Survival
• Environmental Issues
• Humanity/Inhumanity
• Government Control
• Reality T.V./Desensitization to violence
• Hope
• Love
• Hunger/Starvation
• Friendship
• Trust/Mistrust
• Depression
• Addiction

7. Activities
• Qualities of a perfect society/fair society/unfair
society
– This unfair society is a Dystopia
– Other novels set in a Dystopia
• Adolph Huxley’s Brave New World
• H.G. Wells’ The Time Machine
• George Orwell’s 1984
• Cover Art
– I showed all the different covers
Of the novel and we discussed

8. Activities
• Waddaya Need to be Happy & Succeed (link)
– Maslow’s Hierarchy of Needs

9. Activities
• Get students into “Districts”.
• These will be your groups for the whole unit
• Daily Trivia instead of quizzes done in groups
• Trivia “leaders” at the end get 1st choice of a
final projects

10. Whole Class Activities
• Character/District/Industry Chart
– Students add pictures, flags, who died and when
(By putting a skull over their tributes)
• Map
• Timeline of the Games

11. Activities
• Strange Reality Shows
– Give examples
– Students research their own as a group and
present to the class

12. Activities
• Booklet from “Tracee Orman” resource
– Character pg 1 Character pg 2
– Setting
– “Muttations”
– Theme
– Symbolism
– Facebook Page

13. Activities
• What is Evil
• Have students write in their journals/on a
piece of paper, which #’s they would place in
the evil/not-evil categories
• Put categories on the board
• Read out one at a time and ask student
opinion

14. Activities
• Earthlings: A report
– Get into 4 groups of 6
– Provide library books for students to research answers
and find examples
– Give time to answer the last three questions as a
group in class
– They must present their “findings”
Page 1
Page 2

15. Activities
• News Report
– Give them a handout and go over some exemplars
of news stories from local newspapers
– Emphasize who, what, when, where, why aspect
– Emphasize objectivity—integrate “quotes” from
characters to show THEIR opinions on the event
• Choose one event that has happened so far
• Pretend you are a reporter from “The Capitol,
District 12 or another District”

16. Activities
• Refer to discussion in novel about how it is easier
to kill someone if you just pretend they’re
animals
• How “war” desensitizes us
• Handout
– The Man He Killed by “Thomas Hardy”
– Gregory by “Panos Ioannides”

17. Activities
• Debate
– When issue engages students (for example from a
response journal the wrote passionately about)
then consider having a debate
– My students were very split about whether
Canada should have the Death Penalty, so they
debated it

18. Activities
• Watch “Battle Royale” (because H.G. Movie
was not out yet)
– Japanese version of the Hunger Games
– Class of grade 9 students chosen to participate on
the “Program”. They fight to the death on live T.V.
– Some similar themes/subjects.
• Trust/desensitization/violence
– Answer questions about movie and its relation to
the Hunger Games

19. Final Projects
• I provided them with a list of 18+ different
final project options.
• They did them in “Districts” and presented
their projects to the class

20. Books to read before/after
• 1984
– This book presents such a bleak outlook of the
future with no hope of ever escaping from this
Dystopia that has been created
– The Hunger Games has a more optimistic feel
• “Catching Fire” & “Mockingjay”
– Books 2 and 3 in the Hunger Games series
– Excellent
– Gave away 3 copies of “Catching Fire” as “prizes” for
Trivia winners each week