Flatland and class

1
Flatland and class

• How is class defined in Flatland?
• How do the upper classes prevent the revolt of
  the lower classes?

2
Small Group Discussion

• How would the following work in Flatland?
• transportation
• the written word
• painting and sculpture
• architecture and building construction
• clothing
• furniture

3
Dimensional arguments

• 1) Upward instead of northward (pages 55, 56,
  60)
• 2) Significance of exponents (pages 52-53)
• 3) Cross sections (page 59)
• 4) Analogy of figures (pages 60-61)

4
Upward vs. northward

• Why not count North and South as different
  dimensions?
• Why not count NE/SW as a different dimension from
  N/S, E/W?
• Systems of axes

5
Significance of exponents

• What happens to a figure in
• Lineland
• Flatland
• our space
• if all dimensions are doubled?
• What significance would 21.5 have?

6
Cross sections

• What does the king see as A. Square passes
  through Lineland?
• What would a Flatlander see if a cube passed
  through Flatland?
• Note higher dimensions are often interpreted as
  time.

7
Analogy with figures

• Review the terminal Points and sides
  argument.
• Recast in terms of vertices, edges, and faces.