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Fahrenheit 451

Fahrenheit 451. Part III: Burning Bright. At the end of the novel, what kind of transformation has Montag experienced? Has anyone else in the novel undergone a similar journey? Explain. Character Development: Montag.

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Fahrenheit 451

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  1. Fahrenheit 451 Part III: Burning Bright

  2. At the end of the novel, what kind of transformation has Montag experienced? • Has anyone else in the novel undergone a similar journey? Explain. Character Development: Montag

  3. Beatty says, “Old Montag wanted to fly near the sun and now that he’s burnt his damn wings, he wonders why. Didn’t I hint enough when I sent the hound around your place? • To what myth is Beatty referring? • Why does Beatty compare Montag to this mythological character? • How does this comparison shed light on Montag’s development as a character? Mythological Allusions

  4. “The books leapt and danced like roasted birds, their wings ablaze with red and yellow feathers.” • What are the various symbolic meanings of FIRE throughout the novel? • What are the various symbolic meanings of BOOKS throughout the novel? Symbolism: Books and Fire

  5. Re-read the detailed description of the Hound and the passage about Montag’s battle with the Hound. • What might be the significance of Montag’s final battle with the Hound? • In what way might the Hound be a symbol for the world in which Montag lives? Symbolism: The Mechanical Hound

  6. HAPPINESS: “We have everything we need to be happy, but we aren’t happy. Something’s missing” (82). • How might Bradbury be defining happiness in Fahrenheit 451? • Does he present a new idea of happiness, or preserve an older idea? Themes: Quote Analysis

  7. KNOWLEDGE: “[Books] stitched the patches of the universe together into one garment for us” (83). • How do books draw together ideas and information so as to capture details that might otherwise be missed? • What might be Bradbury’s point about the importance of books in society? Themes: Quote Analysis

  8. FREEDOM OF THOUGHT: “The television…tells you what to think and blasts it in.” • Members of this world have “plenty off-hours” but do they have “time to think”? • What kind of thinking do Faber and Bradbury prefer? Will it initially make life more difficult? • What is Bradbury’s message about freedom of thought? Themes: Quote Analysis

  9. EDUCATION: “Remember, the firemen are rarely necessary. The public itself stopped reading of its own accord.” • What kind of education is necessary to create citizens who recognize “quality of information,” take “leisure to digest it,” and “carry out actions based on what we learn from the first two” (84)? • How might this relate to our current educational system? Themes: Quote Analysis

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