1. Explain why widespread infertility was the catalyst for the Giledian regime.
Atwood indicates what caused the mass infertility in Gilead. Restate that, and ascertain Atwood’s position on environmentalism as a result of that plot piece.
Problem: Women in the United States stopped getting pregnant.
Fear and social hysteria became widespread (Crucible!)
The US Government couldn’t solve the problem, and therefore were considered weak
Power vacuum and war to fill the need for government
A radical fundamentalist Christian sect looked to the bible, and made two assumptions:
Commanders inferred that infertility was a plague delivered by God due to the allegedly unholy behavior of “modern” women, so female rights should be abridged.
Commanders believed that the story in Genesis 29 about Rachel and Leah—who used handmaids to beget children—was a solution.
Solution: Gilead—this radical sect used violence to take over and instilled a radically conservative—even atavistic—regime to “restore” a failed society.

3. Language, Power, and The Handmaid’s Tale
Atwood calls attention to Offred's survival through a focus on the motif of language. 
In order to stay alive, Offred learns to use the new language of her own time so as to seem part of the new order that the language reflects. 
She quickly understands how much she had failed to value language as Gilead deprives her of word and text. 
She then learns to read the subtext of the new culture and so to subvert the illusion of absolute power created by its language.
Bergmann, Harriet F. "'Teaching Them to Read': A Fishing Expedition in The Handmaid's Tale." College English 51 (1989):

4. Language, Power, and The Handmaid’s Tale
In Margaret Atwood's The Handmaid's Tale, the narrator, Offred, regularly interrupts the narrative flow of the text to contemplate the meaning of certain words and phrases. 
Often she finds that the meanings of words have changed since the revolution in Gilead, the fictional society in the novel. 
Process:
Students examine Atwood's use of Offred’s language musings, as well as neologisms and Biblical language, in an assigned chapter.  Students then share their findings with the class. 
Objectives:
Students analyze the integral role that control of language and abuse of Biblical language play in the totalitarian government of Gilead and the specific ways that Offred challenges that control by the simple act of thinking and writing about language. 

5. Language, Power, and The Handmaid’s Tale
Your table group will examine either chapter 2, 4, 8, 12, or 15 (and at least one other not-your- chapter language piece you noticed as you read!)
You will examine three categories of language in HMT:
Neologisms—words that are invented or given new meaning in Gilead
Biblical Language—phrases that sound Biblical, are said to be from the Bible, or are lifted from the Bible and have become part of every day interaction (pay particular attention to what Aunt Lydia says)
Language Musings—words that Offred contemplates the meaning of (italicized in the text)

6. Process:
Write up a list of your chapter’s use of language in legible, digital-camera-projectable form.
Neologisms—words that are invented or given new meaning in Gilead
Biblical Language—phrases that sound Biblical, are said to be from the Bible, or are lifted from the Bible and have become part of every day interaction (pay particular attention to what Aunt Lydia says)
Language Musings—words that Offred contemplates the meaning of (italicized in the text)
Answer the questions on the “Examining Language in The Handmaid’s Tale”- one per table group

7. Homework
Read chapter for Monday’s class.