The Handmaid’s Tale​:

Student Workbook

This workbook is designed to help you be active readers--it guides you with activities for before,
during, and after your reading to help develop your comprehension and analytical skills to
prepare you for the course assessments.

In each of the six sections, you are tasked with completing a short pre-reading activity;
annotating your reading in a nifty chart; choosing and explaining important quotes; and
reflecting on your learning by making global connections.

This is YOUR space--write however best helps you study and learn and reflect. You can use
bullet points, full sentences, paragraphs, etc. Just make sure you use it--these activities directly
address the skills you need to practice and hone in order to succeed in this course. ALWAYS try
your best and push yourself; don’t just write something to check a box.
SECTION 1: Chapters 1-10
Must read by: Tuesday, 1 September

● BEFORE READING​ Literary Allusions: ​The second epigraph Atwood includes is

from Jonathan Swift’s satire, “A Modest Proposal”. In that essay, Swift highlighted the
hard-heartedness of the English in allowing the Irish masses to starve by satirically
proposing that they Irish should be encouraged to eat their own children for food. Do
some research and, in your own words, define “satire” as completely as possible. Then
make a prediction about why Atwood would reference one of the most famous satirical
pieces in the Western world in the epigraph of this novel. ​Type this in a separate
document and submit via ManageBac. It is due

● DURING READING​ Annotations​: As you read, take notes on the following elements.
Your notes can summarize your understanding, indicate questions you have, give your
opinions/ideas/reactions, make predictions, and MAKE CONNECTIONS!
Settings​ (Time AND Characters​ (Note names Point of View​ (Offred’s
Place, Past vs. Present, and dress, important perception of events,
atmosphere): actions, motivations): memories):
-

Colors and Symbols Language​ (Neologisms, Connections ​(Text to

(their meanings and “old” language, and self, text to other texts, text
importance): Biblical References): to world):

● DURING READING​ Important Quotes: In this space, write one important quote ​from
each chapter​. You only get ONE! Then complete the rest of the chart.

Quote Page # Who Said It? Why is it important?

● AFTER READING​ Global Areas Connections​: Read the guiding questions for the
field of inquiry. Add your thoughts as you read. It could be answers to the questions,
opinions you have about how the topic is explored in the book, questions you have about
how the topic is represented in the text, or an idea for a global issue you see being
explored in the book. ​Choose at least one to develop in your learning portfolio
with connections to yourself, the world, and other texts.
SECTION 2: Chapters 11-18
Must read by: Friday, 4 September

● BEFORE READING​ ​Names: ​Today we use names like “Karen” to put a specific label
on people, usually to insult them in some way. Below, look at the names of the characters
in the book explained. Then look at the names “incels” use for specific men and women
(​LANGUAGE WARNING!​). Write a paragraph (it’s up to you to challenge yourself and
explore your thoughts to the level you want) explaining how names are important to our
identities and our perceptions of others.
● DURING READING​ Annotations​: As you read, take notes on the following elements.
Your notes can summarize your understanding, indicate questions you have, give your
opinions/ideas/reactions, make predictions, and MAKE CONNECTIONS!
Settings​ (Time AND Characters​ (Note names Point of View​ (Offred’s
Place, Past vs. Present, and dress, important perception of events,
atmosphere): actions, motivations): memories):
-

Colors and Symbols Language​ (Neologisms, Connections ​(Text to

(their meanings and “old” language, and self, text to other texts, text
importance): Biblical References): to world):

● DURING READING​ ​Important Quotes: In this space, write one important quote from
each chapter. You only get ONE! Then write a few sentences explaining why this quote is
so important to you.

Quote Page # Who Said It? Why is it important?

● AFTER READING​ Global Areas Connections​: Read the guiding questions for the
field of inquiry. Add your thoughts as you read. It could be answers to the questions,
opinions you have about how the topic is explored in the book, questions you have about
how the topic is represented in the text, or an idea for a global issue you see being
explored in the book. ​Choose at least one to develop in your learning portfolio
with connections to yourself, the world, and/or other texts.
SECTION 3: Chapters 19-25
Must read by: Tuesday, 8 September

● BEFORE READING ​The 22 Convention “Makes Women Great Again”: ​Watch

this ​video​--it’s a “Good Morning Britain” interview with the 22 Convention founder
Anthony Dream Johnson. (You can read more about the convention ​here​. It’s pretty
intense.) The video discusses what feminism is and isn’t. How does their discussion and
disagreement relate to the issue of women (their rights, their roles, etc.) in the book?
● DURING READING​ Annotations​: As you read, take notes on the following elements.
Your notes can summarize your understanding, indicate questions you have, give your
opinions/ideas/reactions, make predictions, and MAKE CONNECTIONS!
Settings​ (Time AND Characters​ (Note names Point of View​ (Offred’s
Place, Past vs. Present, and dress, important perception of events,
atmosphere): actions, motivations): memories):
-

Colors and Symbols Language​ (Neologisms, Connections ​(Text to

(their meanings and “old” language, and self, text to other texts, text
importance): Biblical References): to world):

● DURING READING​ Important Quotes​: In this space, write one important quote
from each chapter. You only get ONE! Then write a few sentences explaining why this
quote is so important to you.

Quote Page # Who Said It? Why is it important?

● AFTER READING​ Global Areas Connections​: Read the guiding questions for the
field of inquiry. Add your thoughts as you read. It could be answers to the questions,
opinions you have about how the topic is explored in the book, questions you have about
how the topic is represented in the text, or an idea for a global issue you see being
explored in the book. ​Choose at least one to develop in your learning portfolio
with connections to yourself, the world, and/or other texts.
SECTION 4: Chapters 26-31
Must read by: Monday, 14 September

● BEFORE READING ​Marxist Theory: ​We cannot just look at how the sexes are
represented and treated in this book--we also have to look at the class hierarchies that
exist. This means we have to look not at just the gender of the characters, but their roles
and where they stand. Think about the people in the power in the book, and how the
rules and expectations for them are different from the rules and expectations for the
“lower” classes. Identify the differences, and then explain what you think Atwood is
trying to tell us about the classes in our own real world.

● DURING READING​ Annotations​: As you read, take notes on the following elements.
Your notes can summarize your understanding, indicate questions you have, give your
opinions/ideas/reactions, make predictions, and MAKE CONNECTIONS!
Settings​ (Time AND Characters​ (Note names Point of View​ (Offred’s
Place, Past vs. Present, and dress, important perception of events,
atmosphere): actions, motivations): memories):
-

Colors and Symbols Language​ (Neologisms, Connections ​(Text to

(their meanings and “old” language, and self, text to other texts, text
importance): Biblical References): to world):
● DURING READING​ Important Quotes​: In this space, write one important quote
from each chapter. You only get ONE! Then write a few sentences explaining why this
quote is so important to you.

Quote Page # Who Said It? Why is it important?

● AFTER READING​ Global Areas Connections​: Read the guiding questions for the
field of inquiry. Add your thoughts as you read. It could be answers to the questions,
opinions you have about how the topic is explored in the book, questions you have about
how the topic is represented in the text, or an idea for a global issue you see being
explored in the book. ​Choose at least one to develop in your learning portfolio
with connections to yourself, the world, and/or other texts.
SECTION 5: Chapters 32-38
Must read by: Thursday, 17 September

● BEFORE READING​ HMT Today: ​Look at the following cartoon. Explain what you
think it is trying to say. (Note EVERYTHING in the cartoon, as we have practiced: the
colors, the language, the “brand”, etc.)

● DURING READING​ Annotations​: As you read, take notes on the following elements.
Your notes can summarize your understanding, indicate questions you have, give your
opinions/ideas/reactions, make predictions, and MAKE CONNECTIONS!
Settings​ (Time AND Characters​ (Note names Point of View​ (Offred’s
Place, Past vs. Present, and dress, important perception of events,
atmosphere): actions, motivations): memories):
-

Colors and Symbols Language​ (Neologisms, Connections ​(Text to

(their meanings and “old” language, and self, text to other texts, text
importance): Biblical References): to world):

● DURING READING​ Important Quotes​: In this space, write one important quote
from each chapter. You only get ONE! Then write a few sentences explaining why this
quote is so important to you.

Quote Page # Who Said It? Why is it important?

● AFTER READING​ Global Areas Connections​: Read the guiding questions for the
field of inquiry. Add your thoughts as you read. It could be answers to the questions,
opinions you have about how the topic is explored in the book, questions you have about
how the topic is represented in the text, or an idea for a global issue you see being
explored in the book. ​Choose at least one to develop in your learning portfolio
with connections to yourself, the world, and/or other texts.
SECTION 6: Chapters 39-End
Must read by: Tuesday, 22 September

● BEFORE READING​ Book Covers: ​You are finally finishing the book! Look at the
book covers below. Choose the one that you think is the best for this text, and explain
why (analyze it the way we have been practicing in class).

● DURING READING​ Annotations​: As you read, take notes on the following elements.
Your notes can summarize your understanding, indicate questions you have, give your
opinions/ideas/reactions, make predictions, and MAKE CONNECTIONS!
Settings​ (Time AND Characters​ (Note names Point of View​ (Offred’s
Place, Past vs. Present, and dress, important perception of events,
atmosphere): actions, motivations): memories):
-

Colors and Symbols Language​ (Neologisms, Connections ​(Text to

(their meanings and “old” language, and self, text to other texts, text
importance): Biblical References): to world):
● DURING READING​ ​Important Quotes: In this space, write one important quote from
each chapter. You only get ONE! Then write a few sentences explaining why this quote is
so important to you.

Quote Page # Who Said It? Why is it important?

● AFTER READING​ Global Areas Connections​: Read the guiding questions for the
field of inquiry. Add your thoughts as you read. It could be answers to the questions,
opinions you have about how the topic is explored in the book, questions you have about
how the topic is represented in the text, or an idea for a global issue you see being
explored in the book. ​Choose at least one to develop in your learning portfolio
with connections to yourself, the world, and/or other texts.
After Reading The WHOLE Text: ​Now that you have read the whole text, let’s examine how
you could use this text for your assessments. Remember, you can use this text only on ONE of
your assessments. You must choose whether to use it for your Individual Oral (IO) or for Paper
2.

Possible IO Connections: ​For your IO, you must choose an excerpt from the literary text (so
in this case, maybe an important page from this book) and connect it to a non-literary text from
a larger Body of Work while looking at a global issue. For example, you could look at the first
description of the act of procreation along with “Free to F*ck” ads from Planned Parenthood,
while talking about the global issue of women’s rights regarding marital sex. Use this space to
list your own original ideas.

Part of the Book Non-Literary Text/BOW Global Issue Explored

Possible Paper 2 Questions: ​Below are some example Paper 2 questions. Choose ​TWO​ of
the following questions and write a brief description (outline or bullet points only, don’t have to
actually write the essay!) of how you could answer the questions using the book.

1. How can we explain the continued interest in a particular work in different contexts and
at different times?
2. What do you think of the assertion that the meaning of a text is fixed and does not
change over time?
3. To what extent do male and female literary characters accurately reflect the role of men
and women in society?
4. How can a literary text’s style and structure reflect the context in which it was written?
5. How can political pressure or censorship shape the way literary texts are both written
and read?
6. How do literary texts capture the spirit of the times and the values of a culture?