Dune

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. What is the meaning of the word “jihad”? What connotations does it have today, and how is the original meaning different from how it is used now?

Teaching Suggestion: Paul, the protagonist, frequently refers to his struggle as a “jihad.” Students may think they know what the word means based on current events and what they hear on the news, but this question will help them understand that jihad has different meanings. To prevent the spread of misinformation and Islamophobia, you may want to open by dispelling common misconceptions about Islam. It may be worth talking about the three types of jihads so that you can later discuss which types describe Paul’s jihad. This question connects to the theme of Religious Violence.

• This page from the BBC explains what jihad is and what it is not.
• This Washington Post article discusses three different types of jihads. (Subscription may be required for viewing.)

2. How does the environment influence a culture or society? How do people change the environment to suit their needs, and how do they adapt to the environment?

Teaching Suggestion: This question will help students understand the theme of The Environment and Ecology. To narrow down the question, consider conducting a brainstorming session where students generate ideas related to the question. You can encourage them to think broadly about how the environment encompasses various aspects such as geography, climate, available resources, and ecological factors.

• This article discusses different types of human-environment interaction and gives both positive and negative examples.
• This short news release from New York University examines how early humans were shaped by their environment.

Personal Connection Prompt

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

Think about when you had to confront a fear or overcome a personal limitation. What motivated you to face that fear or challenge? How did you feel before, during, and after the experience? Are there any fears that you would like to overcome in the future? How might you go about facing them?

Teaching Suggestion: Paul and Jessica often use the Bene Gesserit “litany against fear” to help them focus their minds in the face of danger. Paul’s ability to master his fear transforms him from a young, sheltered boy into a powerful and influential leader. To begin the activity, you may want to have students write down their challenges or fears in a journal. After students write their responses, you might consider facilitating a class discussion on fear, personal growth, and overcoming limitations. You can also discuss the difference between a growth mindset and a fixed mindset and the importance of developing a growth mindset.

• This Forbes article discusses strategies to conquer fears. (Subscription may be required for viewing.)

Differentiation Suggestion: For English learners or students who would benefit from writing support, consider using the following sentence starters: “A fear that I overcame was…,” “I faced my fear because…,” and “Before/During/After the experience, I felt….” These sentence starters may help them express their ideas in writing or during a class discussion.