Bloom's Taxonomy Questions

Purpose

These questions are to be used after completing the novel, Anthem. They primarily focus on the last chapter, but some questions cover the book as a whole. Developed by using Bloom's Taxonomy, these questions aid students in discovering what they know and comprehend about the novel. They allow the student to use higher order thinking skills to answer questions that require them to apply, analyze, synthesize, and evaluate information.

Step 1
Upon completion of the novel, distribute a copy of the questions to each student. Either have them work individually or in groups of two. Allow students to have a minimum of 30 minutes to work on the questions.

Knowledge: What is the word that Equality discovers and that is forbidden by the society? We.

Comprehension: Describe the way in which Equality and Liberty now live? Their way of life is much like our own. They are free to do and say what they please.

Application: Find at least 3 examples in the novel where Equality asserts his own individuality. Some answers may include: Writing down his "history," befriending Liberty, experimenting, having his own secret place.

Analysis: Analyze the change in Equality throughout the novel. In the beginning, Equality is not very sure of himself. He does not feel that he belongs, but does nothing to fix his unhappiness. However, as he asserts his individuality, he gains more self-confidence, which eventually allows him to flee the society and start a life where he finds happiness.

Synthesis: What if Anthem's society rules were imposed on our present society? What would happen? Student responses will vary, since this is purely speculation and their own opinion.

Evaluation: Justify whether or not Equality was justified in fleeing the society? Did he do what was best? Or should he have remained and conformed? Why or why not? Again, student responses will vary according to their opinion. However, their opinion should be backed up by the text.

Step 2

If students are able to answer the questions correctly with support from the text, then they have accomplished higher level thinking. These questions could be a springboard for class discussion. However, better discussion will come from higher level questions. The Synthesis and Evaluation questions may be the best for discussion because they are more of opinion questions. Have students explain their reasoning and make sure they provide support from the text. Or use the questions as a prompt for a larger essay.