The Illustrated Man

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. Bradbury’s The Illustrated Man was published in 1951 and reflected many prevailing issues of the time. What do you know about the mid-20th century? What historical events or conflicts do you associate with this period?

Teaching Suggestion: The mid-20th century was marked by social, political, economic, and ideological shifts that occurred on a massive scale as the world recovered from the devastation of World War II (1939-1945). In politics and economics, the competing ideologies of communism and capitalism fueled the Cold War between the United States and the Soviet Union. These two countries became the two “superpowers” of the world, and their conflict spurred significant technological advancements (e.g., space travel) as well as changes in literature and the arts. This question connects to the themes of Technology and the Dysfunctional Family and Cultural Conflict and Consumerism. As students begin researching and responding to the prompt, consider introducing them to these themes, which may help strengthen their understanding of the effects these conflicts had on 20th-century American society.  

• This article from the National World War II Museum discusses the advances in science and technology sparked by World War II.
• This article from the History Channel discusses life in the United States in the 1950s.

2. What is science fiction? How is it represented in literature, film, or visual art? What characteristics do you associate with the genre?

Teaching Suggestion: Science fiction is characterized by an emphasis on the potential of scientific principles, discoveries, or technologies. As a result, stories in this genre are often set in the future. There are examples of science fiction from as early as the Roman Empire (e.g., Lucian’s A True Story), but it was in the 19th century that science fiction first began to emerge as a distinct genre under authors such as Jules Verne and H. G. Wells. Science fiction grew massively in importance and popularity by the mid-20th century, a period that produced some of the most famous science fiction authors (including Isaac Asimov, Philip K. Dick, Ray Bradbury, and Ursula K. Le Guin). Science fiction subjects and themes were soon explored in novels, short stories, movies, and television shows. To generate interest and encourage student engagement, you might create and discuss a list of well-known science fiction works from the last few decades, as students may not realize that the books and films they have been exposed to are actually science fiction, as opposed to fantasy or other related genres.

• This timeline from BBC Teach follows the development of science fiction in literature, highlighting important examples of science fiction from Gulliver’s Travels to MaddAddam.
• This article from MasterClass defines science fiction, considers its characteristics and subgenres, and provides a list of classic novels in the genre alongside writing tips.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the text.

Many of the technologies first conceptualized by science fiction authors—from ships that navigate underwater to space travel—have become a reality in the last few centuries. What advanced technologies do people take for granted today? What are the advantages and disadvantages of a technologically advanced society? What advances do you think will come next?

Teaching Suggestion: This prompt connects to the themes of Technology and the Dysfunctional Family and Cultural Conflict and Consumerism. Consider encouraging students to approach this assignment through the creative lens of a science fiction writer. You might remind them that Jules Verne imagined the submarine before it was invented, and that space travel existed in fiction as far back as Lucian in the second century, even though Sputnik—the first satellite—was not launched into space until 1957. With a little imagination, students might be able to anticipate future technological advancements. To strengthen students’ critical thinking skills, you may wish to emphasize the implications of technological advancement, which may not always be positive. For example, the modernization of warfare and the introduction of Weapons of Mass Destruction (“WMDs”) have resulted in environmental hazards, economic crises, and significant loss of life.

Differentiation Suggestion: To encourage agency and creativity, consider allowing students to create a visual representation of a future society. These students may provide their description and rationale aloud in a class presentation. Research-oriented students and those who would benefit from an additional challenge could consider the ramifications of technological advances throughout history. Students who struggle with written expression may appreciate the opportunity to discuss on a more personal level how technology has positively and/or negatively influenced their lives.