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It begins with anticipatory questions about fairness, recognition, education, and equality, followed by student tasks to complete fill-in statements and answer questions about amendments, characters, handicaps, and key plot events. 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Read each item carefully and place a check in the \"no\" box or the \"yes\" box. These are questions you should think about before reading the short story.  \n\n| QUESTIONS | YES | NO |\n| --- | --- | --- |\n| 􀂃 Have you ever been teased because you have a specific talent? |  |  |\n| 􀂃 Should everyone on a team receive a trophy for just participating? |  |  |\n| 􀂃 Have you ever witnessed other students reacting negatively because another student receives excellent grades? |  |  |\n| 􀂃 Do you believe if a person tries hard and practices, he or she can excel in everything? For example, playing on a professional basketball team or becoming a professional singer. |  |  |\n| 􀂃 Should people not be allowed to receive recognition for being successful to keep others from feeling inferior? |  |  |\n| 􀂃 Should schools stop recognizing the top students in the class, such as the Valedictorian and Salutatorian? |  |  |\n| 􀂃 Should all employees make the same the salary? |  |  |\n\nDirections: Choose one of the questions above and elaborate in greater detail. You should base your opinion on a personal experience or something you have, or a friend, observed. Please write in complete sentences.  \n\n|  |\n| --- |\n|  |\n|  |\n|  |\n|  |\n|  |\n|  |\n|  |\n|  |\n|  |\n|  |\n|  |\n|  |\n\nName    \nHarrison Bergeron  \nACTIVITY GUIDE QUESTIONS  \nDirections: Read the short story \"Harrison Bergeron\" by Kurt Vonnegut and answer the questions below incomplete sentences.  \nCOMPREHENSION  \n1. Fill-in-the-blanks: \"The year was   and everybody was finally  ”  \n2. How did the 211th, 212th, and 213th Amendments to the Constitution impact the citizens?    \n________________________________________________________________________________________  \n________________________________________________________________________________________  \n3. What does Hazel Bergeron say she would do if she were Handicap General?    \n________________________________________________________________________________________  \n____________________________________________________________________________ ____________  \n4. What is the name of the Handicap General?    \n5. How old is Harrison Bergeron when he was taken from his home?    \n6. In order for the government to make George equal to others , what does George have to wear in his ear and how does it make him equal?    \n________________________________________________________________________________________  \n________________________________________________________________________________________  \n7. Why does the ballerina apologize for her voice?    \n________________________________________________________________________________________  \n8. What are the charges against Harrison Bergeron?    \n________________________________________________________________________________________  \n9. Who shoots Harrison and the ballerina?    \n________________________________________________________________________________________  \nAPPLICATION  \n10. List Harrison Bergeron's handicaps:  \n11. List Harrison's personality and physical qualities that have made him a threat to society (list at least 5 characteristics)  \n12. What reason does George give for not trying to cheat? Because of his reasoning , what can we infer about George's opinion of the current laws?    \n________________________________________________________________________________________  \n________________________________________________________________________________________  \n13. What can be implied that the Handicapper General or the other government workers do not wear handicaps?  \n_________________________________________________________________________________ _______  \n14. Describe what happens to Harrison at the end of the short story?    \n________________________________________________________________________________________  \n________________________________________","cbCairylSlF1xzm9","https://ap.wps.com/l/cbCairylSlF1xzm9","pdf",450052,12,"English","# ANTICIPATORY ACTIVITY\n# ACTIVITY GUIDE QUESTIONS\n## COMPREHENSION\n## APPLICATION\n## ANALYSIS/SYNTHESIS\n## Anachronism\n## Satire\n## Point of View\n## UNIVERSAL THEME","[{\"question\":\"What is the purpose of the “ANTICIPATORY ACTIVITY” section?\",\"answer\":\"Students consider statements about talent, equality, recognition, education, and salary before reading the short story and check whether they agree (yes/no).\"},{\"question\":\"Which comprehension tasks does the activity guide include?\",\"answer\":\"It asks students to complete a timeline/fill-in-the-blanks sentence, explain the impact of constitutional amendments, identify characters and their roles, and answer plot-based questions about Harrison and the ballerina.\"},{\"question\":\"How do the prompts support analysis of the story’s literary elements?\",\"answer\":\"The guide includes questions about allusions (e.g., Diana Moon Glampers), anachronism (the Handicapper General’s weapon), satire (specific story details showing government-enforced “equality”), and the story’s point of view.\"}]","Harrison Bergeron - Anticipatory Activity - Activity Guide Questions | PDF",1790872961,18]