DOCSLIB.ORG

Feminism Power in Suzanne Collins Novel's “Mockingjay”

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Feminism Power in Suzanne Collins Novel's “Mockingjay” FEMINISM POWER IN SUZANNE COLLINS NOVEL’S “MOCKINGJAY” A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Humaniora (S. Hum.) in English Literature Department of Adab and Humanities Faculty of UIN Alauddin Makassar BY HARDIMAN AWAL Reg. No. 40300109033 ENGLISH LITERATURE DEPARTMET ADAB AND HUMANITIES FACULTY ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR 2013 PERNYATAAN KEASLIAN SKRIPSI Dengan penuh kesadaran penyusun yang bertanda tangan di bawah ini menyatakan bahwa skripsi ini benar adalah karya penyusun sendiri. Jika di kemudian hari terbukti bahwa ia merupakan duplikat, tiruan, plagiat, atau dibuat oleh orang lain, sebagian atau seluruhnya, maka skripsi dan gelar yang diperoleh karenanya batal demi hukum. Makassar, 22 November 2013 Penulis, Hardiman Awal NIM: 40300109033 PERSETUJUAN PEMBIMBING Pembimbing penulisan skripsi Saudara Hardiman Awal, NIM: 40300109033, Mahasiswa Jurusan Bahasa dan Sastra Inggris pada Fakultas Adab dan Humaniora UIN Alauddin Makassar, setelah dengan seksama meneliti dan mengoreksi skripsi yang bersangkutan dengan judul, “Feminism Power in Suzanne Collins novel’s Mockingjay”, memandang bahwa skripsi tersebut telah memenuhi syarat-syarat ilmiah dan dapat disetujui untuk diajukan ke sidang munaqasyah. Demikian persetujuan ini diberikan untuk diproses lebih lanjut. Makassar, 18 November 2013 Pembimbing I Pembimbing II Serliah Nur, S.Pd., M.Hum., M.Ed. Muhammad Taufik, S.S., M.Hum. NIP: 19730905 200501 2 003 NIP: 19750602 201302 1 701 PENGESAHAN SKRIPSI Skripsi yang berjudul,”Feminism Power in Suzanne Collins novel’s Mockingjay”, yang disusun oleh Hardiman Awal NIM: 40300109033, Mahasiswa Jurusan Bahasa dan Sastra Inggris pada Fakultas Adab dan Humaniora UIN Alauddin Makassar, telah diuji dan dipertahankan dalam sidang Munaqasyah yang di selenggarakan pada hari Sabtu, 14 Desember 2013., bertepatan dengan 10 Safar 1435 H., dinyatakan telah dapat diterima sebagai salah satu syarat untuk memperoleh gelar Sarjana Humaniora (S.Hum.) dalam Ilmu Adab dan Humaniora, Jurusan Bahasa dan Sastra Inggris (dengan beberapa perbaikan). Makassar, 14 Desember 2013 M 10 Safar 1435 H DEWAN PENGUJI Ketua : Dr. H. M. Dahlan M., M.Ag. (………………………...) Sekertaris : Faidah Yusuf, S.S., M.Pd. (………………………...) Munaqasy I : Dr. Abd. Muin, M.Hum. (………………………...) Munaqasy II : Syahruni Junaid, S.S., M.Pd. (………………………...) Pembimbing I : Serliah Nur, S.Pd., M.Hum., M.Ed. (………………………...) Pembimbing II : Muhammad Taufik, S.S., M.Hum. (………………………...) Diketahui oleh: Dekan Fakultas Adab dan Humaniora UIN Alauddin Makassar, Prof. Dr. Mardan, M.Ag. NIP: 19591112 198903 1 001 ACKNOWLEDGMENTS First of all, the writer would like to express a lot of thanks to Allah SWT for His blessing, mercy, guidance, and love through the whole life during the study in Faculty of Adab and Humanities of UIN Alauddin Makassar. He never forgets to say greetings Salam and Shalawat to the great prophet Muhammad SAW, the great leader who has brought us from the darkness into the brightness era as we feel today. The writer would like to express his deepest profound and gratitude to his beloved parents, His father (Awaluddin, S.E.) and his mother (Nur Hayati), his beloved brothers (Handirwan Awal and Harsandi Awal) and sister (Haslinda Awal) who have patiently given their moral values, financial support, advice, love, motivation, and sacrifice for his success who always pray to Allah SWT in his study. In writing and finishing this thesis, many people have provided their motivation, advice, and even remark that helped the writer. Therefore the writer would like to express his appreciation to all of them: 1. Prof. Dr. H. A. Qadir Gassing, HT. MS., the Rector of Islamic State University of Makassar for his advice during him studied at University. 2. Prof. Dr. Mardan, M.Ag., the Dean of Adab and Humanities Faculty for his motivations and advices during him studied at the faculty. 3. Dr. Abd. Muin, M.Hum., the Head of English and Literature Department who gave him guidance, support, and suggestion until finished the study. 4. Serliah Nur, S.Pd., M.Hum., M.Ed., the secretary of English and Literature Department, for her help, support, suggestion, precious time, and administrative support. 5. His deepest gratitude to his Supervisors, Serliah Nur, S.Pd., M.Hum., M.Ed., and Muhammad Taufik, S.S., M.Hum., for their generous support, advice, constructive and suggestion, and precious time they have given during the completion of this thesis. 6. All lecturers and the staff of Adab and Humanities Faculty of UIN Alauddin Makassar especially to the lecturers of English Literature Department who have been teach him for many years and also for their knowledge and enlightenment, and who have given him advice during the academic years. And to the Employees of Adab and Humanities Faculty, for their help and administrative support. 7. His grateful and special thanks to Mukarramah B. S.Hum who faithfully supports and encourages him in any time until he finishes this thesis. 8. Special thanks for his friends, at UIN Alauddin especially at Adab and Humanities Faculty, Kaharuddin, S.Hum., Febriansyah, S.Hum., Muh. Ahyar, Faturrahman, Muh. Iksan, S.Hum., Muajiz Muallim, S.Hum., Sri Wahyuni Ningsih, S.Hum., Rahma Rahman, S.Hum., Nur Afni Rahmadani, S.Hum., Rizki Diliarti Armaya, S.Hum., Marni, S.Hum., Sri Sartika, S.Hum., Hastika, S.Hum., Indah Harliani, Nur Qalby Mukhtar, S.Hum., Lisnawanti, Indo Tuwo and all AG.1, AG.2, AG.3, and AG.4 class of academic generation 2009 thanks for being such a nice person and his roommate Nur Fajri Yusuf and Wiwing for his friendship for a long time. 9. The deepest appreciation individually and collectively most profound thanks to his friends at KKN ke-48 UIN Alauddin Makassar, Ansar Pratama, S.E.I., Hairil Ardiansyah, Lydia Megawati Soerapto, S.Hum., Supiati, S.Si., Sri Endang, S.Si., Nur Asma A. S.KM and Andriani S.KM for their brotherhood, support and advice. 10. The greatest thanks to all friends in Bohemian Community for their brotherhood, support and advice. Finally, the writer presents this thesis to those who are interested in reading this thesis. He hopes that this paper will be a worthwhile contribution to the readers. And he also receives any constructive criticism to develop this thesis. Makassar, November 22nd 2013 The Writer, Hardiman Awal Reg. No. 40300109033 TABLE CONTENTS Halaman COVER PAGE ............................................................................................... i PERNYATAAN KEASLIAN SKRIPSI ....................................................... ii PERSETUJUAN PEMBIMBING................................................................. iii APPROVAL SHEET ..................................................................................... iv PENGESAHAN SKRIPSI ............................................................................. v ACKNOWLEDGMENTS ............................................................................. vi TABLE CONTENTS ..................................................................................... ix ABSTRACT .................................................................................................... xi CHAPTER I INTRODUCTION ................................................................... 1 A. Background .......................................................................................... 1 B. Problem Statement ............................................................................... 2 C. Objective of Research .......................................................................... 2 D. Significant of Research ........................................................................ 3 E. Scope of Research ................................................................................ 3 CHAPTER II THEORITICAL BACKGROUND ...................................... 4 A. Previous Finding .................................................................................. 4 B. Novel .................................................................................................... 5 C. Feminism .............................................................................................. 6 1. Liberal Feminism ........................................................................... 7 2. Radical Feminism........................................................................... 8 3. Postmodern Feminism .................................................................... 9 4. Anarchist Feminism ....................................................................... 9 5. Marxist Feminism .......................................................................... 10 6. Socialist Feminism ......................................................................... 11 7. Postcolonial Feminism ................................................................... 11 8. Nordic Feminism ............................................................................ 12 D. Power.................................................................................................... 13 E. Synopsis of the Novel .......................................................................... 16 F. Biography of Suzanne Collins ............................................................. 17 CHAPTER III METHOD OF RESEARCH................................................ 18 A. Method of Research ............................................................................. 18 B. Source of Data .....................................................................................
Load more

Recommended publications
  • Katniss Everdeen's Character Development in Suzanne Collins
    LEXICON Volume 5, Number 1, April 2018, 9-18 Katniss Everdeen’s Character Development in Suzanne Collins' The Hunger Games Trilogy Valeri Putri Mentari Ardi*, Bernadus Hidayat Universitas Gadjah Mada, Indonesia *Email: [email protected] ABSTRACT This research examines the character development of Katniss Everdeen, the protagonist in Suzanne Collins’ The Hunger Games trilogy. It attempts to investigate whether socioeconomic factors play a role in Katniss’s character development. To address this question, Marxism was adopted as the theoretical framework to analyze Katniss’s character development. The results of the research indicate that the development of Katniss Everdeen as a character is a product of the socioeconomic power struggle within the society, both coming from the socioeconomic classes and the two presidents in Panem. Keywords: character development, Marxism, power struggle, society. their lives. It creates socioeconomic power INTRODUCTION struggle within the society that is believed to In the past few years, the literary world has influence people on personal level, including been swarmed with numerous science fiction Katniss Everdeen, the main character of the novels. One of them is the best-selling young trilogy. adult series called The Hunger Games trilogy The protagonist, Katniss Everdeen, is a written by an American novelist Suzanne Collins. dynamic character who drives the plot This trilogy consists The Hunger Games, Catching significantly, and at the same is also influenced by Fire, and Mockingjay, the setting of which is a it. She is only sixteen years of age when the story dystopian future of North America. begins and physically looks nothing special According to. Abrams (1999), science fiction compared to other girls in the neighborhood, but represents “an imagined reality that is radically her life is no ordinary adventure.
    [Show full text]
  • Exploring Gender in Suzanne Collins's the Hunger Games Trilogy
    UNIVERSIDADE DA CORUÑA FACULTADE DE FILOLOXÍA MÁSTER INTERUNIVERSITARIO EN ESTUDOS INGLESES AVANZADOS E AS SÚAS APLICACIÓNS “Real or Not Real?” Exploring Gender in Suzanne Collins’s The Hunger Games Trilogy Raquel Martínez Neira TFM 2017 Vº Bº Coordinadora María Frías Rudolphi Table of Contents Page Abstract ………………………………………….…………………………………. 3 Introduction ……………………………………….……….…………………...….. 4 Part One Chapter 1: Understanding Young Adult and Dystopian Fiction …………………. 8 Chapter 2: The Fragility of Gender ….…………………….………………..…....... 13 Part Two Chapter 1: “She has no idea, the effect she can have:” Katniss Everdeen and the Thousand Faces of the ‘Feminine’ ………………….……………………….……. 19 Chapter 2: “He was too handsome, too male:” The Representation of Masculinity in Gale Hawthorne ……………………………………………….……………….… 36 Chapter 3: “I Don’t Want Them to Change Me:” Peeta Mellark and the New ‘Masculine’……………………………….……………..………………………… 47 Conclusions ………………………………………………………………...…….. 61 Works Cited …………………………….……...……………………………...... 63 Appendix ………………………………………………………………………… 68 2 Abstract My Masters final project deals with issues of gender in Suzanne Collins’s The Hunger Games. I analyse the main three characters—Katniss Everdeen, Gale Hawthorne and Peeta Mellark—following Judith Butler’s theories of gender proposed in Gender Trouble (1990) and Undoing Gender (2004), as well as other theories about feminism and masculinity. The aims of my project are, on the one hand, to demonstrate that the saga re-examines and re-defines traditional ideas of masculinity and femininity; and, on the other, that the portrayal of the aforementioned characters proves that The Hunger Games saga evidences that gender is neither fixed nor pre-established by questioning the legitimacy of gender stereotypes and roles. 3 Introduction “Ladies and gentlemen, let the Seventy-fourth Hunger Games begin!” The Hunger Games (171) A few years ago, I would have felt insulted if I was told I kicked “like a girl.” Girls were not strong fighters or praise-worthy heroes.
    [Show full text]
  • The Reflectionof Marxist Feminism in Suzanne Collins’S Mockingjay
    THE REFLECTIONOF MARXIST FEMINISM IN SUZANNE COLLINS’S MOCKINGJAY A THESIS In Partial Fulfillment of the Requirements for the Sarjana Degree Majoring Literature in English Department Faculty of Humanities Diponegoro University Submitted by NAILAH 13020112130047 FACULTY OF HUMANITIES DIPONEGORO UNIVERSITY SEMARANG 2016 PRONOUNCEMENT The writer honestly confirms that she compiles this thesis by herself and without taking any results from other researchers in S-1, S-2, and S-3 and in diploma degree of any university. In addition, the writer ascertains that she does not quote any material from other publication or someone’s work except for the references mentioned in the bibliography. Semarang, August 2016 Nailah ii MOTTO AND DEDICATION …And when you have decided, then rely upon Allah. Indeed, Allah loves those who rely (upon Him) QS. Al Imran: 159 If it’s meant to be, it will be Anonymous Live as if you were to die tomorrow. Learn as if you were to live forever. Mahatma Gandhi This thesis is dedicated to my beloved mother, father, sisters, brothers and to everyone who helped me finish this thesis. iii APPROVAL Approved by Thesis Advisor Drs. Siswo Harsono, M. Hum. NIP. 19640418 199001 1001 iv VALIDATION Approved by Strata 1 Thesis Examination Committee Faculty of Humanities Diponegoro University On September 2016 Chair Person First Member Dr. Ratna Asmarani, M.Ed., M.Hum. Dr. IM. Hendrarti, M.A. NIP. 19610226 198703 2 001 NIP. 19530728 198012 2 001 Second Member Third Member Hadiyanto, S.S., M.A. Dra. R. Aj. Atrinawati, M.Hum. NIP. 19740725 200801 1 013 NIP.
    [Show full text]
  • Struggles in Suzanne Collins' Novel the Hunger
    STRUGGLES IN SUZANNE COLLINS’ NOVEL THE HUNGER GAMES 1)Intan Novia Sari 2)Purwarno Faculty of Literature Islamic University of North Sumatra, Medan Email: 1) [email protected] and 2) [email protected] Abstract This research is the result of qualitative research on the protagonist’s struggles named Katniss Everdeen depicted in Suzanne Collins’ novel The Hunger Games. Burleson (1964) says that struggle is one of ways to reach the better life in the future and also to increase the prestige. It means that any hope will be achieved through struggling. Katniss Everdeen is a strong as well as a resourceful sixteen-year-old girl who is far more mature than her age would suggest. Katniss is the main provider in her family, which consists of Katniss, her mother, and her younger sister, Prim Everdeen. She must struggle hard to make herself and her family stay life. Therefore she always keeps on struggling in her life. The finding of this research shows that the protagonist is succesful in her struggles to fulfill her family needs, to protect her sister and to win in the Hunger Games. Keywords: struggle, prestige, protection, hunger games INTRODUCTION The Hunger Games, published in 2008, is a science novel by Suzanne Collins, an outstanding American writer. It is written in the voice of 16-year-old, Katniss Everdeen, who lives in Dystopian, post-apocalyptic nation of Panem in North America. The Capitol, a highly advanced metropolis, exercises political control over the rest of the nation. The Hunger Games is an annual event in which 1 2 one boy and one girl aged 12–18 from each of the twelve districts surrounding the Capitol are selected by lottery to compete in a televised battle to the death.
    [Show full text]
  • The Underland Chronicles
    DISCUSSION GUIDE Grades 3–7 THE UNDERLAND CHRONICLES By #1 New York Times Bestselling Author of The Hunger Games SUZANNE COLLINS Gregor hadn’t planned to fall into another world, or to tumble into an adventure, or to become a hero. But when he follows his little sister through a grate in the laundry room of their New York City apartment building, he hurtles into the dark Underland where humans live uneasily beside giant spiders, bats, cockroaches, and rats. There, the fragile peace is about to fall apart, and Gregor discovers that a prophecy foretells a role for him in the Underland’s future. Little does he know that his quest will change him—and the Underland—forever. Discussion Questions for Book One: Gregor the Overlander 1. Gregor’s life isn’t as easy or as happy as it used to be since his father disappeared. How has his life changed? Do you think these challenges in any way prepared him for his quest in the Underland? 2. In the beginning of the story, Gregor believes his father will be back, but he has created a rule for himself that prohibits him from thinking about a future that includes his father. Why? How might this aid him in his quest? Does Gregor ever break his own rule? 3. What are some of the descriptions in the book that show how the Underlanders have adapted to their new environment? How do the adaptations help them survive? What might happen to them if they came back to the Overland? 4. The Underlanders see Gregor as the great warrior told of in the Prophecy of Gray, and because of that he is to lead the quest to prevent their annihilation.
    [Show full text]
  • CHAPTER I INTRODUCTION A. Background of the Study
    CHAPTER I INTRODUCTION A. Background of the Study Mockingjay is science fiction novel created by an American author, Suzzane Collins. It is the third series after The Hunger Games (2008) and Catching Fire (2009). Mockingjay was released on August 24, 2010 in the United States by the publisher Scholastic. While in Indonesia, the novel was published by Scholastic Press in January 2012. Mockingjay sold 450,000 copies in its first week of release and received many positive reactions from critics. The story tells rebellion of districts inside the country. The rebellion appeared because of the dictatorship president. (Mockingjay, 2013). The author, Suzzane Collins, was born in Hartford, Connecticut, in 1962, Suzanne Collins was the daughter of an Air Force pilot. She lived in eastern United States of America. She was graduated from Indiana University with a double major in Drama and Telecommunications. Collin’s career began in 1991 on several child program television such as nickelodeon, little bear, Clarissa explained all and Oswald. After meeting children's author James Proimos while working on the Kids' WB show Generation O!, Collins was inspired to write children's books. Collins published her debut book, Gregor the Overlander, the first book of The Underland Chronicles. In 2008, the first book of The Hunger 1 Games series was published. Catching fire was published in 2009, while Mockingjay was published on 2010. (Collins, 2013) Mockingjay tells the panem rebellion. Rebellion is started when district 12 in Panem is bombed by capitol. Every citizen in district 12 migrates to district 13. People of district 12 and district 13 unite to rebel tyranny capitol.
    [Show full text]
  • Operation Mockingjay.Fdx
    OPERATION : MOCKINGJAY SIMULATOR PRESHOW An Attraction Based On 'The Hunger Games' Trilogy By Suzanne Collins Written By: Roby Brown 512-963-8785 [email protected] DISTRICT 13 COMMAND CENTER Guests (here, called ‘volunteers’) enter a dimly lit, stale, concrete room. While cold in feeling, the room is ablaze with activity, as large monitors stream information from every square inch of the country of Panem. Dramatic music underscores the room’s tense mood. A large glass window lets us peek into the brain center of District 13’s rebellion, where HAYMITCH ABERNATHY and PLUTARCH HEAVENSBEE are locked in a heated discussion. NOTE: The glass window is a large movie screen, giving us the effect of the actors being behind the glass window. As volunteers enter the room, they maneuver around a large command center table, where SOLDER COLLINS is in the middle of a call. Twentysomething, brash and devout, s/he personifies the seriousness of the room’s activities. SOLDIER COLLINS (ad libs) Yes... we’re tracking you on the monitor. Understood. We’re about to start the briefing. Good luck. NOTE: Soldier Collins is non-gender specific. SOLDIER COLLINS (CONT’D) Volunteers of District 13, may I have your attention please? I’m Soldier Collins, your squadron liaison. We apologize for keeping you out of the loop of our operations. This is a time- sensitive mission, and we’ll brief you in a moment. First, let me introduce you to the people that have planned your operation. Collins gestures towards the glass window. SOLDIER COLLINS (CONT’D) Mr. Heavensbee. Mr.
    [Show full text]
  • Exploring a Match System in Selective Admissions
    Dismantling the Hunger Games: Exploring a Match System in Selective Admissions By OiYan Poon, Ph.D. Colorado State University Policy and Practice Brief | August 2020 See all briefs at hackthegates.org and www.chhs.colostate. edu/rise/public-engagement/hack-the-gates/ Hack the Gates | Policy and Practice Brief The Hunger Games—a popular young adult series of books and film adaptations—is set in a society rife with deeply inhumane inequalities. In the dystopia of Panem, young people are randomly chosen from each caste and forced to compete in a ritualistic duel to the death. The cultural spectacle of the Games in the world Suzanne Collins created is a form of reality television entertainment that reinforces its societal systems of political hierarchy and class conflict.1 Readers may find the Games to be absurd, but the narrative’s popularity may stem from the existence of similarly illogical competitions college hopefuls in our world and reality confront. In this policy and practice brief, I draw from research to question the ways selective college admissions works as an annual cultural spectacle to reinforce race and class inequalities. I suggest and explore an alternative system of college matching that could be publicly managed with public oversight by the U.S. Department of Education. The goal in this brief is to stimulate dialogue about a transformative idea.2 QUESTIONING THE HUNGER GAMES OF SELECTIVE ADMISSIONS Why is there such a high-pressure annual Hunger Games-like culture around selective college admissions, when there are over
    [Show full text]
  • The Hanging Tree from the Hunger Games Mockingjay Part 1 for Easy Piano Sheet Music
    The Hanging Tree From The Hunger Games Mockingjay Part 1 For Easy Piano Sheet Music Download the hanging tree from the hunger games mockingjay part 1 for easy piano sheet music pdf now available in our library. We give you 1 pages partial preview of the hanging tree from the hunger games mockingjay part 1 for easy piano sheet music that you can try for free. This music notes has been read 6546 times and last read at 2021-09-25 07:56:04. In order to continue read the entire sheet music of the hanging tree from the hunger games mockingjay part 1 for easy piano you need to signup, download music sheet notes in pdf format also available for offline reading. Instrument: Easy Piano, Piano Solo Ensemble: Mixed Level: Beginning [ READ SHEET MUSIC ] Other Sheet Music Hanging Tree From Hunger Games Mockingjay Hanging Tree From Hunger Games Mockingjay sheet music has been read 8372 times. Hanging tree from hunger games mockingjay arrangement is for Early Intermediate level. The music notes has 2 preview and last read at 2021-09-22 10:59:05. [ Read More ] The Hunger Games The Hunger Games sheet music has been read 3191 times. The hunger games arrangement is for Intermediate level. The music notes has 6 preview and last read at 2021-09-25 10:14:47. [ Read More ] Atlas From The Hunger Games Catching Fire Coldplay Simplified And Easy Key Piano Solos Atlas From The Hunger Games Catching Fire Coldplay Simplified And Easy Key Piano Solos sheet music has been read 4038 times.
    [Show full text]
  • 'Hunger Games' Science: Investigating Genetically Engineered Organisms
    ‘Hunger Games’ Science: Investigating Genetically Engineered Organisms BY JENNIFER CUTRARO AND KATHERINE SCHULTEN MAY 16, 2012 3:31 PM May 16, 2012, 3:31 pm Lionsgate A poster for the film “The Hunger Games.” Go to related article Materials | Computers with Internet access Overview | What lessons can we learn about genetically engineered organisms from the example of the jabber jay, a fictional bird in the movie “The Hunger Games”? In this lesson, students discuss the definition of genetically modified organisms, learn about the risks and benefits of research on G.M.O.’s, explore the growing do-it-yourself biology movement, and develop proposals seeking to either restrict or permit research into genetically modifying the avian flu virus. Warm-up | Before students arrive, write the following prompt on the board: In the movie “The Hunger Games,” the Capitol (a term used to refer to what we would call the government) produced genetically enhanced birds called jabber jays to spy on rebels. Unexpectedly, these birds bred with mockingbirds, creating a new hybrid bird called the Mockingjay. The Capitol did not intend for this to happen, and the bird became a symbol of rebellion. What lessons can we draw about genetic engineering from these examples? Could a scenario like this, where a genetically engineered organism hybridizes with a wild animal or plant, happen in the real world? Why or why not? When students arrive, allow several minutes for them to reply individually to this prompt in their journals. Then, take a quick poll by asking students to raise their hands if they think a scenario like the one depicted in “The Hunger Games” could happen in the real world.
    [Show full text]
  • Gregor the Overlander Book One of the Bestselling Underland Chronicles
    Gregor the Overlander Collection Gregor the Overlander Gregor and the Prophecy of Bane Gregor and the Curse of the Warmbloods Gregor and the Marks of Secret Gregor and the Code of Claw SUZANNE COLLINS Contents Title Page Gregor the Overlander Gregor and the Prophecy of Bane Gregor and the Curse of the Warmbloods Gregor and the Marks of Secret Gregor and the Code of Claw About the Author GREGOR THE OVERLANDER BOOK ONE OF THE BESTSELLING UNDERLAND CHRONICLES SUZANNE COLLINS SCHOLASTIC INC. New York Toronto London Auckland Sydney Mexico City New Delhi Hong Kong For my mom and dad PART 1 The Fall CHAPTER 1 Gregor had pressed his forehead against the screen for so long, he could feel a pattern of tiny checks above his eyebrows. He ran his fingers over the bumps and resisted the impulse to let out a primal caveman scream. It was building up in his chest, that long gutteral howl reserved for real emergencies -- like when you ran into a saber-toothed tiger without your club, or your fire went out during the Ice Age. He even went so far as to open his mouth and take a deep breath before he banged his head back into the screen with a quiet sound of frustration. "Ergh." What was the point, anyway? It wouldn't change one thing. Not the heat, not the boredom, not the endless space of summer laid out before him. He considered waking up Boots, his two-year-old sister, just for a little distraction, but he let her sleep. At least she was cool in the air-conditioned bedroom she shared with their seven-year-old sister, Lizzie, and their grandma.
    [Show full text]
  • CATCHING FIRE for SOCIAL JUSTICE a LESSON PLAN for HIGH-SCHOOL STUDENTS the Hunger Games: Catching Fire for Social Justice HOPE IS STRONGER THAN FEAR
    CATCHING FIRE FOR SOCIAL JUSTICE A LESSON PLAN FOR HIGH-SCHOOL STUDENTS The Hunger Games: Catching Fire for Social Justice HOPE IS STRONGER THAN FEAR Introduction The Center for Healthy Teen Relationships, an initiative of the Idaho Coalition Against Sexual Domestic Violence, is committed to creating Compassionate Communities that empower everyone to thrive and be their best selves by achieving justice, equity, and respect for all girls and women, boys and men. In that spirit, we offer the following lesson plan ideas based on The Hunger Games: Catching Fire. The Hunger Games: Catching Fire is the second in the best-selling series by Suzanne Collins, and a highly-anticipated movie set for release on November 22, 2013. Building on both the immense popularity of the Hunger Games triology (outselling the Harry Potter series) and the first Hunger Games film, Catching Fire will be a cultural phenomenon among young people, and a unique opportunity to engage students in critical conversations about the power of social activism to make a difference in the world. Movements to challenge injustice can begin when fundamental wrongs are identified and people organize to challenge power holders, institutions, and society’s norms. A shared passion for promoting new visions of a better world can transform the way we view our roles in society, our values and priorities, and ultimately the structure of our society and communities. The theme of Hunger Games: Catching Fire is two-fold: 1. Encouraging young people to share a vision of hope, and a sense of responsibility for social justice, is critical to our future society’s well-being.
    [Show full text]