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ENGLISH 11 HONORSAMERICAN LITERATURE
2010 – 2011MRS. CAVANAUGH
SUMMER READING: AN AMERICAN TRAGEDY – Theodore Dreiser COLD MOUNTAIN – Charles Frazier IT CAN’T HAPPEN HERE – Sinclair Lewis
TEXTBOOK: PRENTICE HALL LITERATURE – THE AMERICAN EXPERIENCE
COURSE OUTLINE
UNIT ONE: Beginnings to 1750 “The Earth on Turtle’s Back”, from “The Iroquois Constitution”, from “Journal of the
First Voyage to America”, “Huswifery”, “To My Dear and Loving Husband”, from “Sinners in the Hands of an Angry God”
UNIT TWO: A Nation is Born (1750 – 1800) from “The Autobiography”, from “Poor Richard’s Almanac”, “The Declaration of
Independence”, “The Crisis”, “Letter to Her Daughter from the New White House”, from “Letters from an American Farmer”
UNIT THREE: A Growing Nation (1800 – 1870) “The Devil and Tom Walker”, “The Fall of the House of Usher”, “The Raven”, from
“Walden”, from “Civil Disobedience”, the poetry of Emily Dickinson FRANKENSTEIN, THE SCARLET LETTER
UNIT FOUR: Division, Reconciliation and Expansion (1850 – 1914) “An Episode of War”, “The Boys’ Ambition”, “The Notorious Jumping Frog of Calaveras
County”, “Heading West”, “I Will Fight No More”, “We Wear the Mask” THE ADVENTURES OF HUCK FINN or THE RED BADGE OF COURAGE, MY
ANTONIA The research paper Presentations
UNIT FIVE: Disillusion, Defiance, and Discontent (1914 – 1946) “Old Age Sticks”, “Anyone Lived in a Pretty Now Town”, “The Unknown Citizen”, “A
Rose for Emily”, “Nobel Prize Acceptance Speech”, from “Dust Tracks on a Road”, “From the Dark Tower”, “A Black Man Talks of Reaping”, “Storm Ending”
THE GREAT GATSBY
UNIT SIX: Prosperity and Protest (1946 – present)
from “The Names”, “Mint Snowball”, “Suspended”, “Who Burns for the Perfection of Paper”, “Most Satisfied by Snow”, “Hunger in New York City”, “What For”, “Straw into Gold”, “The Metamorphosis of Everything”, “For the Love of Books”, “Mother Tongue”, from “Hiroshima”, “Losses”, “The Death of the Ball Turret Gunner”
THE CRUCIBLE, THE CATCHER IN THE RYE
SHAKESPEAREAN WORK: THE TRAGEDY OF HAMLET, PRINCE OF DENMARK
NYS REGENTS REVIEW
NYS STANDARDS – WRITING, READING, LISTENING, SPEAKING
UNIT ONE:
WRITING STANDARDSo 1.1 Write original literary texts
o 2.2d Compare treatment of literary elements in different genres
o 3.2 Analyze text via experts, content knowledge, personal experience
o 4.2 Respect background of recipient
READING STANDARDSo 1.2a Use of workplace documents, technical manuals
o 1.3 Evaluate reliability/validity of sources
o 1.5 Synthesize information from different sources
o 2.1 Read/view/interpret texts in all media/genres
o 2.3 Read literary criticism
o 2.7 Connect literature to personal/world events
o 3.2a Identify text structure
o 3.2c Identify types of language
o 3.3 Analyze/evaluate fiction, including diction and figurative language
o 3.3a Use double-entry journals, reading logs to analyze literary elements
o 3.6 Evaluate literature against personal/academic criteria
o 4.1 Share reading experiences with peers/adults
LISTENING STANDARDSo 2.1 Interpret/respond to a wide variety of texts
o 2.4 Analyze use of format and language in presentations
o 2.5 Recognize effect of presentation style on emotional response
o 3.3 Evaluate content and organization of presentations
o 3.4 Recognize protocols/traditional practices in public speaking
o 4.3 Listen for multiple levels of meaning
o 4.4 Encourage speaker with facial expressions and gestures
SPEAKING STANDARDSo 1.1 Give range of informational presentations
o 3.1 Express judgments about information, ideas in articles, public documents,
advertisementso 3.4 Modify presentation based on audience response
o 4.1 Speak informally with familiar/unfamiliar people
o 4.2 Respect background of listener
UNIT TWO:
WRITING STANDARDSo 1.2 Integrate data/ideas to communicate information
o 2.1 Write original literary texts
o 2.1b Create multiple levels of meaning
o 2.2d Compare treatment of literary elements in different genres
o 2.2e Expand personal analysis through literary criticism
o 3.2 Analyze text via experts, content, knowledge, and personal experience
o 3.3 Use strategies to persuade in writing speeches, editorials, advertisements
o 3.5 Include critical/evaluative writing in portfolio
o 4.1 Share writing process with peers/adults
READING STANDARDSo 1.3 Evaluate reliability/validity of sources
o 1.5 Synthesize information from different sources
o 2.1 Read/view/interpret texts in all media/genres
o 2.2 Read/respond to literature from various social/historical/cultural perspectives
o 2.6a Engage in collaborative conversations to construct meaning
o 3.5 Analyze ideas in light of biases
LISTENING STANDARDSo 2.1 Interpret/respond to wide variety of texts
o 2.2 Respond to authors’ reading/discussing their works
o 3.2 Use multiple perspectives to evaluate presentations
SPEAKING STANDARDSo 1.4 Give directions; explain complex processes
o 3.2 Articulate personal opinions/preferences
o 3.3 Defend opinions using appropriate support from sources
UNIT THREE:
WRITING STANDARDSo 2.1 Write original literary texts
o 2.2d Compare treatment of literary elements in different genres
o 2.3 Use personal experience, content-area knowledge, independent reading to create
textso 3.2 Analyze text via experts, content, knowledge and personal experience
READING STANDARDSo 1.3 Evaluate reliability/validity of sources
o 1.5 Synthesize information from different sources
o 2.2 Read/respond to literature from various social/historical/cultural perspectives
o 2.3 Read literary criticism
o 2.4 Compare visual/written versions of literature
o 2.7 Connect literature to personal/world events
o 3.6 Evaluate literature against personal/academic criteria
o 4.2 Consider background of writer
LISTENING STANDARDSo 2.1 Interpret/respond to a wide variety of texts
o 2.2 Respond to authors’ reading/discussing their works
o 2.3 Recognize social/political/cultural conditions in literary presentations
o 2.6 Listen to, interpret, respond to texts/performances
SPEAKING STANDARDSo 1.2 Use figures of speech to clarify ideas
UNIT FOUR:
WRITING STANDARDSo 1.1 Use primary/secondary sources for research
o 1.3 Understand plagiarism; investigate electronic safeguards
o 1.4 Use range of organizational strategies to present information
o 1.5 Include informational writing in portfolio
o 2.2d Compare treatment of literary elements in different genres
o 2.2e Expand personal analysis through literary criticism
o 3.2 Analyze text via experts, content knowledge, personal experience
READING STANDARDSo 1.1 Use school/public academic library sources
o 1.3 Evaluate reliability/validity of sources
o 1.5 Synthesize information from different sources
o 2.2 Read/respond to literature from various social/historical/cultural perspectives
o 2.3 Read literary criticism
o 2.7 Connect literature to personal/world events
o 3.1 Evaluate validity of texts
LISTENING STANDARDSo 1.3 Synthesize information from different sources
o 2.1 Interpret/respond to wide variety of texts
o 3.2 Use multiple perspectives to evaluate presentations
SPEAKING STANDARDSo 3.6 Use visuals/technology to enhance presentations
UNIT FIVE:
READING STANDARDSo 2.2 Read/respond to literature from various social/historical/cultural perspectives
o 2.6 Interpret multiple levels of meaning in text
o 2.6a Engage in collaborative conversations to construct meaning
o 3.2b Preview structural markers of text
o 3.2c Identify types of language
o 3.3 Analyze/evaluate fiction, including diction, figurative language
o 4.3 Recognize types of language appropriate to social communication
WRITING STANDARDSo 1.2 Integrate data/ideas to communication information
o 1.3 Understand plagiarism; investigate electronic safeguards
o 1.4 Use range of organizational strategies to present information
o 1.5 Use informational writing in portfolio
o 2.1a Create social/historical/cultural context
o 2.2a Express/support judgments
o 2.2c Examine development/impact of literary elements
o 2.2d Compare treatment of literary elements in different genres
o 3.1 Develop critiques from multiple perspectives
LISTENING STANDARDSo 1.2 Anticipate/assess speaker’s points
o 2.1 Interpret/respond to wide variety of texts
o 2.4 Analyze use of format, language in presentations
o 2.6 Listen to, interpret, respond to texts/performances
o 3.1 Determine points of view; clarify positions; make judgments
o 3.2 Use multiple perspectives to evaluate presentations
o 4.1 Participate in social conversation
o 4.3 Listen for multiple levels of meaning
o 4.6 Appreciate speakers’ uniqueness
SPEAKING STANDARDSo 1.3 Anticipate/respond to listener’s points of view
o 1.5 Ask probing questions
o 2.1 Use speaking devices (tone, volume, etc.) to evoke response
UNIT SIX:
READING STANDARDSo 1.2 Follow written procedures to solve problems
o 1.4 Check consistency of hypothesis, information, and assumption
o 2.1 Read/view/interpret texts in all media/genres
o 2.1a Activate prior knowledge when reading literature
o 2.5 Read literature aloud to convey interpretation
o 2.6 Interpret multiple levels of meaning in text
o 2.7 Connect literature to personal/world events
o 3.2 Analyze/evaluate nonfiction
o 3.2a Identify text structure
o 3.2b Preview structural markers of text
o 3.2c Identify types of language
o 3.3a Use double-entry journals, reading logs to analyze literary elements
o 3.4 Judge literature from multiple critical perspectives
o 3.6 Evaluate literature against personal/academic criteria
WRITING STANDARDSo 1.2 Integrate data/ideas to communicate information
o 1.4 Use range of organizational strategies to present information
o 2.1a Create social/historical/cultural context
o 2.2 Write interpretive, responsive essays of 3 -5 pages
o 2.2b Explain how literary devices affect meaning
o 2.2c Examine development/impact of literary elements
o 2.2d Compare treatment of literary elements in different genres
o 2.2f Engage in prewriting experiences
o 2.4 Include literary, interpretive, responsive writing in portfolio
o 4.1 Share writing process with peers/adults
o 4.2 Respect background of recipient
LISTENING STANDARDSo 1.1 Interpret documentaries, news broadcasts, taped interviews
o 1.4 Recognize appropriate voice, tone, diction, syntax
o 2.1 Interpret/respond to wide variety of texts
o 3.5 Evaluate impact of medium on message
o 4.5 Withhold judgment
o 4.6 Appreciate speakers’ uniqueness
SPEAKING STANDARDSo 3.5 Respond to constructive criticism
o 4.2 Respect background of listener
o 4.3 Use social communication in workplace settings
o 4.4 Respond respectfully
ENGLISH 11 HONORSAMERICAN LITERATURE
2010 – 2011Mrs. Cavanaugh
Room [email protected]
Course Objectives: The objectives of this course include developing students’ understanding of the history and cultural progress of our country through literature conveying the perceptions and experiences of American authors. Students will analyze and contextualize the evolution of literature reflective of American literary periods from the Puritan era through modern times by exploring the customs and norms of each period as revealed through unique perspectives from a variety of authors. Students will also continue to improve their writing skills by understanding that form is related to function, that meaningful writing requires authors to choose the most effective voice and genre according to their purpose and audience. Students will also express maturity in their writing through a variety of sentence structures and syntactical methods as well as through sophisticated vocabulary and diction.
Primary Learning Goals:
By the end of the course students will: analyze, compare and evaluate various works of literature – read between the
lines; understand that effective authors of fiction, nonfiction and poetry carefully
consider their stylistic choices as they pertain to purpose and audience; discern and analyze the rhetorical strategies authors employ and consider applying
some of these strategies to enhance their own writing when appropriate; demonstrate serious engagement with the readings through close reading and
analytical writing; participate in active class analytical discussions / seminars; express analysis and practice writing skills through academic writing assignments
and in-class essays; express themselves through creative writing and free writing; apply steps of the writing process as they write; apply spelling, proofreading, basic grammatical and editing skills to augment their
writing;
continue to develop sophisticated sentence structures and syntax – subordination and coordination:
demonstrate a knowledge of the basic design and types of multi-paragraph essays; improve their vocabulary skills primarily in the context of the literature; develop and apply the study and research skills necessary for academic success; develop and apply oral and presentation skills; develop and apply listening skills; arrange writing conferences for individual instruction; demonstrate their comprehension of the material through regularly scheduled
quizzes and tests.
MATERIALS: loose-leaf, notebook, pen (black or blue), textbook or book we are using that day
POLICIES: Homework is due at the beginning of the period. If you are absent on the day the work was
assigned you must hand it in within two days of your return for full credit. If I assigned the work prior to the absence, it is due within 24 hours of your return. A student whose absence was not excused or due to suspension must hand in the work on the day of his/her return for any credit. Each major assignment will have two due dates: the first represents full credit; the second represents a maximum grade of 85%. After the second date has passed, the work receives a maximum grade of 60%. Because homework and writing assignments pertain to the lesson of the day, students earn no credit if they do not submit those assignments on the due date. My grade book closes quarterly; consequently, late work from the previous six weeks will no longer be accepted, resulting in no credit for the assignment. Athletics, extracurricular activities, and planned absences require submission of assignments prior to the scheduled absence for full credit. Computer issues are not valid excuses for late work.
All final drafts of major written assignments are to be typed and must adhere to the essay format that is specified.
According to school policy, cell phones are not allowed in class. Cheating and plagiarism on schoolwork will result in a zero on the assignment.
GRADING: homework/in-class work 10%; quizzes 15%; tests 30%; writing assignments 25%; projects 20%.
UNIT 1: THE COLONIAL THROUGH REVOLUTIONARY PERIOD (approx. 4 weeks)
LEARNING GOALS:Students will understand:
how to ask level questions – the three primary levels of meaning; close reading and annotation, and how to read critically; the definition of rhetoric as art of analyzing all the linguistic choices that an author
makes in creating meaningful and effective texts, texts meant to be read or spoken, texts directed to specific audiences;
how historical and cultural context relates to purpose and style; style as created through diction, syntax, figurative language and imagery; how to differentiate various genres in relation to purpose; the significance of voice; how to distinguish primary sources; how to respond to writing prompts; key words; how to determine the most effective genre for a specific writing project; the writing process; how to paragraph and capitalize effectively; how to improve vocabulary.
LITERATURE AND CONCEPTS:Colonial Poetry: Anne Bradstreet and Phillis Wheatley
“Prologue” by Anne Bradstreet: purpose, context, diction, point of view and tone “On Virtue” by Phillis Wheatley: neo-classic tradition, figurative language
(personification)Colonial Speech: Jonathan Edwards
Excerpts from “Sinners in the Hands of an Angry God”: purpose, context, tone, point of view, imagery, diction, voice
Declaration: Thomas Jefferson “The Declaration of Independence”: primary source document, rhetorical analysis
ACTIVITIES AND ASSESSMENTS:Film: The Crucible
WRITING ACTIVITY: Essay combining genres --- expository and personal narrative essay
Define modern term “witch hunt” and use personal experiences to illustrate the concept
Peer and self review Self evaluation questions
GRAMMAR AND MECHANICS: Punctuate for stylistic effect: dash, comma, colon, and semi-colon Paragraphing and capitalization
THE CRUCIBLEArthur Miller
INTRODUCTION: Play produced and published in 1953; received terrible reviews but was praised for
commenting on the current political climate of anti-communismo 1956 – Miller called before the House Un-American Activities Committee to answer
charges that he held Communist sympathieso Convicted of contempt of Congress for refusing to name other suspected
Communists; conviction reversed by Supreme Court in 1958 Revived several years later, and is today considered one of the finest plays written in
America
SALEM AND PURITANISM: Salem in 1692 – Puritan theocracy…. in other words, town was under the unbending
authority of the churcho Leaders of church & minister of the church = very powerful
o Person who was not a member of the church or was not in good standing – not
allowed to live in the communityo All citizens expected to conform to the teachings of the church at all times
Escape from persecutiono Because the Protestants disregarded many of the practices of the Catholic church,
they were persecutedo Left England to escape persecution and practice their religion in peace
The Salem community was bound together by religion and this system was crucial to the survival of their colony
o Act honorably towards each other
o Help each other
o Go to regular meetings at the Meeting House
o Strong work ethic
THE CRUCIBLE
Shows how Salem’s religious bond can lead to a loss of any sense of proportiono While a man’s good deeds could not earn him salvation, they were used in Salem to
determine the quality of his religious life and thus his standing in the communityo Puritans in Salem took it upon themselves to determine the state of another man’s
soul Just as the Catholic church had persecuted the Protestants for failing to conform to their
rules, so the Protestants persecuted those who did not conform to theirs…the Bible was the only authority….no freedom of speech
ACT I (AN OVERTURE)SCENE i.
1. What do you learn in the opening narrative that is important to the events that follow?2. What happened in the woods the night before Act I begins?3. How did the events come to light, and what was the effect on Betty and Ruth?4. Why is the town so stirred up by these events?5. What is Reverend Parris’ first reaction to the crisis?6. What reason does Ann Putnam have to be resentful?7. What reason does Thomas Putnam have to be resentful?8. Why do the girls argue about whether or not to tell the truth?9. How does Abigail eventually get her way?10. What is a crucible?
SCENE ii.
1. Why was Abigail dismissed from her job at the Proctors’ house?2. What does Abby tell Proctor about the events in the woods?3. How have Proctor’s feelings toward Abby changed?4. When does Betty cry out?5. How is this cry interpreted?6. How is Betty finally calmed?7. How does Rebecca explain the events in the woods?8. Why would anyone resent the Nurses?9. Why does Proctor dislike Parris?10. Why does Parris dislike Proctor?
SCENE iii.
1. Why is Hale invited to Salem from Boston?2. Has Hale ever found a witch?3. What is significant about the timing of Hale’s entrance?
4. What do we learn about Rebecca Nurse from Hale?5. What does Giles mention to Hale about Proctor?6. What does Giles mention about his wife?7. What are Rebecca and John’s roles in the proceedings?8. What does Abigail do when questioned?9. How is Tituba treated when she finally concocts a conversation with the devil and names a Salem
woman as a witch?10. What does Abby do when she sees this reaction?
ENGLISH 11 HONORS NAME____________________________________THE CRUCIBLE – VOCABULARY
ACT ONE.
1.______ABOMINATION a. unconverted; pagan
2.______ABYSS b. to influence by a spell
3.______ANARCHY c. group; clique
4.______AVIDLY d. greatly disliked
5.______BLANCHED e. meaningless talk
6.______CONJURE f. respectful
7.______DEFAMATION g. zero; nothing
8.______DEFERENCE h. lessening
9.______DWINDLING i. deep, immeasurable space
10._____EVADE j. hint; imply
11._____FACTION k. arousing fear
12._____FATHOM l. apprehension; dread
13._____FORMINDABLE m. excite
14._____GIBBERISH n. widely known
15._____HEATHEN o. great in size
16._____INTIMATION p. understand
17._____LICENTIOUS q. slander; libel; attack someone’s good name
18._____NAUGHT r. absence of any form of law
19._____NOTORIOUS s. eagerly; greedily
20._____PRODIGIOUS t. immoral
21._____TITILLATE u. lack of color; pale
22._____TREPIDATION v. get away with through deceit
ACT TWO.
1.______AMELIORATE a. unusual paleness of the face
2.______DAFT b. to make better; improve
3.______INDIGNANT c. angry; regard as unworthy
4.______INEPT d. crazy; mad
5.______PALLOR e. color
6.______QUAIL f. shrink in fear
7.______TAINT g. inappropriate
ACT THREE.
1.______ABUNDANT a. more than enough
2.______BASE b. confuse; perplex
3.______BEFUDDLE c. insulting
4.______CALLOUS d. perfect
5.______EFFRONTERY e. worries
6.______IMMACULATE f. honesty; uprightness
7.______PROBITY g. tough
8.______QUALM h. lowest
9.______SLOVENLY i. untidy
10._____UNPERTURBED j. not bothered
ACT FOUR.
1.______ADAMANT a. thin and bone
2.______AGAPE b. open
3.______BEGUILE c. overcome distrust or anger
4.______CLEAVE d. confuse
5.______CONCILIATORY e. save from punishment
6.______GAUNT f. get back at; revenge
7.______REPRIEVE g. insist on
8.______RETALIATE h. give over to
9.______TANTALIZE i. tease
FRANKENSTEINMary Shelley
LETTERS I – IV:
1. celestial (adj.) 2. assail (verb) 3. ardent (adj.) 4. derive (verb) 5. amass (verb) 6. emaciate (verb)7. countenance (noun) 8. daemon (noun)9. liniments (noun)10. harrowing (adj.)
CHAPTERS I – VII:
1. doppelganger (noun)2. indefatigable (adj.)3. benevolent (adj.) 4. afflict (verb)5. sublime (adj.)6. chimerical (noun)7. delineate (verb)8. docile (adj.)9. diffident (adj.)10. promontory (noun)
CHAPTERS VIII – XVIII:
1. obdurate (adj.)2. gnash (verb)3. abhorrence (noun)4. lament (noun)5. hovel (noun) 6. exhortation (noun)7. mortification (noun)8. spurn (verb)9. succour (noun)
10. precipice (noun)
CHAPTERS XIX – XXIV:
1. superscription (verb)2. waft (verb)3. augury (noun)4. respite (noun) 5. conjure (verb)6. exertion (noun)7. obstinate (adj.)8. incredulous (adj.)9. physiognomy (noun)10. delirium (noun)
COMMON MISCONCEPTIONS ABOUT FRANKENSTEIN
“Frankenstein” is the name of the scientist who made the creature, not the monster itself. The creature is not an ugly, inarticulate, mindless, eight-foot lurcher with bolts in his neck.
He is a graceful, intelligent (he can read and write), very articulate, and has no protruding hardware (although he is extremely ugly and eight feet tall).
His brain did not come from a criminal’s corpse. No big laboratory scene, no lightning to animate the corpse (although there is a good deal of
lightning throughout the book). No hunchbacked assistant. No mob of villagers, no burning mill.
LITERARY TERMS
ROMANTICISM: literary movement from 1798 – 1832 in France, England, and America; stressed spontaneity, imagination, subjectivity, and the purity of nature
GOTHIC NOVEL: (1764 – 1820): features remote landscapes, medieval castles, and supernatural experiences, all of which seek to create an atmosphere of suspense and fear; influenced what we now call “horror stories”
PROMETHEUS: stole fire from the gods and created man from clay; actions greatly offended Zeus (who then created Pandora, a woman who became a guardian of all the world’s woes); Zeus chains Prometheus to a rock; each day an eagle eats Prometheus’s liver, which grows back at night; when the eagle returns the next day, the torture begins again
LETTER I:
Robert Walton – captain of ship headed to North Pole Tells sister (Margaret Saville) of preparations and his desire to accomplish “some great purpose” Wants to discover a northern passage to Pacific
LETTER II: Sorry for his lack of friends Feels lonely and isolated
LETTER III: Ship has set sail
LETER IV: Ship is stalled Spots a sled guided by a giant creature Man on the sled
CHAPTER 1 & 2 CHARACTERS
ALPHONSE FRANKENSTEIN – Victor’s father; wealthy and influential BEAUFORT – friend of Alphonse; Caroline’s father CAROLINE BEAUFORT FRANKENSTEIN – Victor’s mother; Alphonse’s wife; dies from
scarlet fever ELIZABETH LAVENZA – adopted by Alphonse and Caroline ERNEST FRANKENSTEIN - Victor’s second brother WILLIAM FRANKENSTEIN – Victor’s youngest brother HENRY CLERVAL – Victor’s best friend and closest confidant
SUMMARY: Robert Walton writes down and starts to tells (in the first person) about Victor Frankenstein; born in Geneva; grew up a member of a wealthy, influential family; describes his childhood and his unending desire about the natural world around him
CHAPTER 3 CHARACTERS
M. KREMPE – Victor’s philosophy teacher M. WALDEMAN – another teacher who becomes Victor’s mentor
SUMMARY: Victor leaves to attend University; Caroline dies of scarlet fever; before she dies, she begs Elizabeth and Victor to marry
CHAPTER 4 – no new characters introduced
SUMMARY: Victor begins to study anatomy; masters all his teachers have; wants to know the “secret of life”; obsessed, starts to build a monster; two years
ENGLISH 11 HONORS NAME__________________________________FRANKENSTEIN: 1 – 7
_____1. True or False: Mary Shelley wrote Frankenstein as a response to a challenge.A. TrueB. False
_____2. What discussions between Byron and Shelley influenced the development of her idea?A. They were discussing Greek and Roman mythology.B. They were discussing the book of Genesis.C. They were discussing the nature of life.D. They were discussing the recent discovery of fossil remains of early humans.
_____3. True or False: Mary Shelley said she was trying to preserve the truth of the elementaryprinciples of human nature.
A. TrueB. False
_____4. What is the structure or form of the novel?A. It is historical fiction.B. It is an epistolary novel.C. It is a diary.D. It is an autobiography.
_____5. Who was writing the letters?A. They were written by Victor Frankenstein.B. They were written by the creature.C. They were written by Margaret Saville.D. They were written by Robert Walton.
_____6. To whom were the letters written?A. They were written to the writer’s sister.B. They were written to the world at large.C. They were written to the writer’s father.D. They were written to the writer’s confessor.
_____7. Where is the writer, and why is he there?A. He is in the Arctic, hunting for whales.B. He is in the Arctic, exploring unknown regions.C. He is in Russia trapping fur.D. He is in Iceland doing research on life in cold climates.
_____8. True or False: Frankenstein was one of the sailors.A. TrueB. False
_____9. How does Robert feel about Frankenstein?A. He thinks Frankenstein is crazy, but likable.B. He doesn’t like Frankenstein. He thinks he is a liar.C. He doesn’t trust Frankenstein.D. He likes Frankenstein, and hopes they will become friends.
_____10. True or False: Frankenstein is in the Arctic to escape from the creature.A. TrueB. False
Chapters 1-5
_____1. True or False: In this part of the story, Frankenstein is telling his story to Robert Walton.A. TrueB. False
_____2. How did Elizabeth come to live with the Frankensteins?A. She was left on their doorstep by her poor mother.B. Victor mother asked the peasants she lived with for permission to raise her.C. She was adopted from an orphanage.D. She was the daughter of Alphonse Frankenstein’s dead friend.
_____3. True or False: Victor Frankenstein and Henry Clerval had been friends since childhood.A. TrueB. False
_____4. True or False: The authors Frankenstein enjoyed talked about the life of the soul in heaven.
A. TrueB. False
_____5. What natural phenomena influenced Frankenstein?A. It was an avalanche.B. It was a waterfall.C. It was lightning.D. It was a tornado.
_____6. What two major events happened to Frankenstein when he was seventeen?A. His youngest brother was born and he fell in love.B. He received his inheritance and traveled abroad.C. His mother died and he went to the university at Inglostadt to study.D. He got his first job and moved to his own apartment.
_____7. True or False: Frankenstein wanted to try to create life in a test tube.A. TrueB. False
_____8. How did Frankenstein feel when his experiment succeeded, and the creature came to life?
A. He was thrilled.B. He was horrified and disgusted.C. He was excited, but scared.D. He felt omnipotent. (all powerful)
_____9. What type of illness afflicted Frankenstein the day after he completed his creation?A. He went crazy, acting like a “mad scientist.”B. He became manic and started thinking of ways to improve his experiment.C. he became depressed and tried to commit suicide.D. He became ill with a fever and delirium for several months.
____10. Who took care of Frankenstein during his illness?A. Henry Clerval did.B. Elizabeth did.C. His father did.D. He hired a nurse.
Chapters 6–7
1. Who is Ernest Frankenstein?
2. Why did William hide from Ernest in Plainpalais?
3. Why did Elizabeth feel responsible for William’s murder?
4. When Victor sees the creature in the Alps, why doesn’t he pursue it?
5. Why does Justine confess even though she is innocent?
CHAPTER 5: Victor completes creation
Appearance of creature is horrifying Victor becomes seriously ill; Henry Clerval takes care of him Victor realizes creature has disappeared
***Creature only wants to be accepted by Victor --- Victor shows a fatal flaw = his failure to love; he hated the creature, became terrified, and fled his responsibilities
CHAPTER 6: Elizabeth’s letter to Victor --- “come home” Justine Moritz Henry studying oriental languages Victor can’t stand to see his teachers or any chemical instruments
CHAPTER 7: William has been murdered Creature has reappeared Justine charged with murder – circumstantial evidence: she has William’s picture of
Caroline***True identity of William’s murderer remains a mystery; Victor doesn’t let anyone know that Justine is innocent
Victor believes the creature is inherently evil and malicious ---- willing to accept responsibility for creature’s existence, but fails to understand that his own actions are responsible for the creature’s behavior
CHAPTER 8: Justine confesses thinking she won’t be executed Tells Victor and Elizabeth she is innocent Justine is executed Victor feels guilty; the creature has killed two members of his family so far
Victor’s development as a scientist; his obsessive quest to create a living being; the results of his obsession
END OF VOLUME ONE
CHAPTER 9: Victor is extremely depressed and his father is worried about him Victor wishes he could be happy again; is angry that he created the monster Elizabeth is no longer as happy as she once was Victor travels to Chamounix; considers suicide, but does not
ELEMENTS OF THE GOTHIC NOVEL: “FRANKENSTEIN”
1. SETTING IN A CASTLE:
2. AN ATMOSPHERE OF MYSTERY AND SUSPENSE:
3. AN ANCIENT PROPHECY:
4. OMENS, PORTENTS, VISIONS:
5. SUPERNATURAL OR OTHERWISE INEXPLICABLE EVENTS:
6. HIGH, EVEN OVERWROUGHT EMOTION:
7. WOMEN IN DISTRESS:
8. WOMEN THREATENED BY A POWERFUL, IMPULSIVE, TYRANNICAL MALE:
9. THE METONYMY (TYPE OF METAPHOR THAT USES THINGS LIKE RAIN AS THE COMPARISON) OF GLOOM AND HORROR:
10. VOCABULARY:
ELEMENTS OF ROMANCE IN “FRANKENSTEIN”
1. POWERFUL LOVE:
2. UNCERTAINTY OF RECIPROCATION:
3. UNRETURNED LOVE:
4. TENSION BETWEEN TRUE LOVE AND FATHER’S CONTROL:
5. LOVERS PARTED:
6. ILLICIT LOVE OR LUST THREATENS THE VIRTUOUS ONE:
7. RIVAL LOVERS OR MULTIPLE SUITORS:
from THE AUTOBIOGRAPHY OF BEN FRANKLIN (p. 140)
“I wish to live without committing any faults at any time.”--Benjamin Franklin
AUTOBIOGRAPHY: 1st person account of the writer’s own lifeAPHORISM: short sayings with a message
BEN FRANKLIN (1706 – 1790) No other American embodied the promise of America Hard work, dedication, ingenuity
o Franklin rose out of poverty
o Became wealthy, famous, influential
No formal educationo Important contributions to science, literature, journalism, education
Statesmano Only American to sign 4 documents that established the nation
The Declaration of Independence Treaty of Alliance w/France The Constitution Peace Treaty w/England
1. What does Franklin’s goal of moral “perfection” suggest about the values of the time?2. What prompts Franklin to make his list of virtues?3. What does Franklin’s methodical approach, described on page 142, suggest about his
dedication to his plan for self-improvement?4. What insight into Franklin’s character does the list from “Order” provide?5. Which virtue did Franklin hope to achieve by planning each day’s activity?6. Did Franklin consider his moral improvement plan successful?
ENGLISH 11 HONORS NAME_________________________________from “The Autobiography of Ben Franklin”
DIRECTIONS: Read these passages from “The Autobiography”. Then sum up what they reveal about Franklin’s attitudes and personality.
1. “As I knew, or thought I knew, what was right or wrong, I did not see why I might not always do the one and avoid the other.”
2. “While my care was employed in guarding against one fault, I was often surprised by another.”
3. “I determined to give a week’s strict attention to each of the virtues successively.”
4. “I was surprised to find myself so much fuller of faults than I imagined.”
5. “The man came every now and then from the wheel to see how the work went on, and at length would take his ax as it was, without further grinding. ‘No,’ said the smith, ‘turn on, turn on; we shall have it bright by and by; as yet, it is only speckled.’ ‘Yes,’ said the man, ‘but I think I like a speckled ax best.”
6. “…a perfect character might be attended with the inconvenience of being envied and hated; and that a benevolent man should allow a few faults in himself, to keep his friends in countenance."
from “Poor Richard’s Almanack”
ALMANAC: an annual publication in calendar form that includes data, weather forecasts, astronomical and often other information (lists, charts, tables)
APHORISM: short, concise statement expressing a wise or clever observation or truth
Franklin wanted to provide practical wisdom through the use of his almanaco Changed his name to “Richard Saunders, Philom.”
“Philom” = Philomath Greek prefix “philo” = love; “mathe” = learning
Aphorismso Most of Franklin’s adapted from traditional or folk sayings
o He shortened them because he felt clarity and brevity were most important to good
prose
ENGLISH 11 HONORS NAME_____________________________________
POOR RICHARD’S ALMANACK
DIRECTIONS: use your own words and experiences to restate each of the following aphorisms from Ben Franklin.
1. “Fish and visitors smell in three days.”
2. “If your head is wax, don’t walk in the sun.”
3. “Three may keep a secret if two of them are dead.”
4. “If you would know the value of money, try to borrow some.”
5. “Drive thy business; let it not drive thee.”
6. “The cat in gloves catches no mice.”
7. “Genius without education is like silver in the mine.”
8. “Fools make feasts, and wise men eat them.”
THE SCARLET LETTER
Nathaniel Hawthorne(1804 – 1864)
INTRODUCTION:
Born in Salem, Massachusetts
His ancestors were wealthy, influential people
o William Hathorne – judge who persecuted Quakers
o John Hathorne – sentenced many Salem women to death for witchcraft
o Hawthorne, himself, was obsesses with the sins of these ancestors who reflected the
religious intolerance of the Puritan society The death of Hawthorne’s father when Nathaniel was 4 resulted in a series of unfortunate
circumstances that created a lonely childhood Hawthorne graduated from Bowden College, Maine, and spent the next twelve years in
seclusion as he struggled to become a writer In 1837 he published Twice Told Tales and earned great national fame; his stories won the
admiration of Edgar Allan Poe, who considered Hawthorne a genius Another contemporary to Hawthorne, Herman Melville, who wrote Moby Dick, became
Hawthorne’s close friend; they both reacted to the Transcendental philosophers of the 19th century; many critics refer to this as “anti-Transcendentalism”
o Transcendentalism, defined – 19th century literary movement that asserted that God
was manifested in nature and valued the moral and transcendental above the material and empirical (observation or experiment rather than theory)
During his life, Hawthorne was friendly with Transcendentalist founders Ralph Waldo Emerson and Henry David Thoreau; however, Hawthorne struggled with what he considered overly optimistic ideas of the Transcendentalists --- his struggle is evident in The Scarlet Letter ambiguity (two or more interpretations)
o Following one’s conscience vs. the essentially evil nature of humankind
ENGLISH 11 HONORS NAME______________________________________The Scarlet Letter Quiz #1: The Custom House
1. What two reasons does Hawthorne give for writing “The Custom House”?
2. What are the economic conditions at the port of Salem when Hawthorne becomes Surveyor of the Custom-House in 1846?
3. What does the American eagle over the entrance to the Custom-House represent according to the narrator?
4. What actions does the newly-appointed Surveyor take?
5. What did the narrator think his earliest ancestors in the colonies would say about his career as a writer?
6. The narrator describes three officials of the Custom-House in great detail. Tell who they were and describe the characteristics of each.
7. What did the narrator find a storage room?
8. What does the narrator feel when he placed the found article on his chest?
9. What does the narrator contend is the effect on an individual of working for the government?
10. What were the narrator’s reactions to losing his position as Surveyor in 1849?
HAWTHORNE’S STYLE, SETTING AND THEMES
Hawthorne is typical of the 19th century romantic writers; his stories o deal with the strange and the mysterious
o involve symbolic imagination
o turn to the past for subject matter
Story focuses on the problem of evil and the nature of sino Hawthorne analyzes human world and the heart
Story begins with a simple idea Idea is developed by complex personal relationships Leads to looking into the human minds – why do we do what we do?
What is sin? THE SCARLET LETTER has unity of place
o All action occurs in the center of Boston and the outskirts of the village
o Will be 3 scaffold scenes (one in the beginning, one in the middle, and one at the
end)o In each of the “scaffold” scenes, the 4 main characters are present and the changes
in each are shown Hawthorne displays a use of formal language with a precise word choice – although the
sentences are long and complex, they are logical and clear Uses images frequently to create the mood and emphasize his ideas Hawthorne’s narrator tells most of the story in the form of a summary
CHAPTER ONE: THE PRISON-DOOR
Stage set for the main characters while also setting the tone for his story, “a tale of human frailty and sorrow”
Readers of the time expected stories to be balanced with happiness and sadness; he prepares them for the tragic events about to unfold
CHAPTER TWO: THE MARKET-PLACE
Hester Prynne = person of sensitivity and prideo Scarlet letter – attached with gold embroidery
o Walk to the scaffold = strength of character; surprises and infuriates the crowd
Puritan attitudeso Women want harsher judgment
o Men think judgment is fair
o The court as a whole thinks judgment was good for society as a whole
CHAPTERS 1 – 5:
1. What is the setting of the story?2. What legend accounts for the existence of the rose bush by the prison door?3. What is the mood of the crowd, and why is their attention focused on the door?4. What reasons are given as to why Hester was not executed for her crime? What would the
Puritan women have done to her if given the power?5. What are Hester’s specific actions as she walks from the prison to the scaffold?6. What memories does Hester review during her three-hour ordeal?7. Tell where each of the following are located while Hester is on the scaffold: her daughter
Pearl, the Reverand Mr. Dimmesdale, and her former husband, Roger Chillingworth.8. What specifically is Dimmesdale’s plea to Hester?9. During their interview, what is Chillingworth’s attitude toward Hester and her act of
infidelity?10. What promise does Chillingworth exact from Hester?
ENGLISH 11 HONORS – AMERICAN LITERATURETHE SCARLET LETTER
NATHANIEL HAWTHORNE
CHAPTER 7
1. How sincerely concerned are the townspeople of Salem for the souls of Hester and Pearl?
2. Compare the Governor’s garden with gardens in Old England. What is significant about the difference?
3. How is Pearl dressed, and what is her dress compared to?
4. Where else has there been a rose bush in this novel?
5. What was its (rose bush) significance then?
6. Does it (rose bush) maintain the same significance here?
CHAPTER 8
1. Explain the Puritan attitude toward luxury and how Governor Bellingham and the Reverend John Wilson responded to it.
2. How do the magistrates react to Pearl and why?
3. How does Hester behave towards the magistrates and why?
4. Why does Hester feel that Arthur Dimmesdale should speak on her behalf?
5. Why would Hawthorne have Pearl perform such an uncharacteristically tender action?
6. What does Chillingworth note about Dimmesdale’s defense of Hester?
7. Describe how Dimmesdale has changed since Hester’s public punishment.
8. Describe how Chillingworth has changed over the last few years.
9. What would physiognomy (word from DRACULA!) suggest about Dimmesdale and Chillingworth?
10. Why would Hawthorne want to include Mistress Hibbins as a minor character in this books?
ENGLISH 11 HONORS NAME____________________________________THE SCARLET LETTER (10 – 12)
1. What are the townspeople’s reactions to Chillingworth’s lodging in the same house as Dimmesdale?
2. What changes have taken place in Chillingworth over the years?
3. What actions does Dimmesdale take to punish himself?
4. Why is Chillingworth called a “leech”, and why, at another point, does the narrator compare him to a miner?
5. What is the significance of Chillingworth’s examining Dimmesdale’s chest?
6. What is the reaction of Dimmesdale’s parishioners to his sermons?
7. For what reasons are the major characters at the scaffold that night?
8. Why does Dimmesdale cry out while on the scaffold?
9. Where is each major character located when the meteor is seen?
10. What are the various interpretations the characters attribute to the shape of the meteor?
HAWTHORNE’S STYLE, SETTING, AND THEMES
STYLE
In spite of Hawthorne’s opposition to transcendentalism, he is typical of the 19th century; his stories deal with
o the strange and the mysterious
o involve symbolic imagination
o turn to the past for subject matter
Hawthorne focuses his attention on the problem of evil and the nature of sin; analyzes the effect of one sin on the four main characters who are closely intertwined b/c of that sin
Examines the question “What is sin?”o Dimmesdale/Hester = sin against civil law
o There is no sin against natural law
THE SCARLET LETTER has unity of place; all action occurs in the center of Boston and the outskirts of this village
o 3 scaffold scenes (beginning, middle, end) – the four main characters are present
Long and complex sentences but logical and clear Images frequently create the mood and emphasize ideas (plant life, darkness and shadows,
light, the play of sunlight in the forest, etc.) Most of the story is told in the form of a summary
SETTING
Massachusetts Bay Colony; accurate references to actual governors, ministers, practices of the Colony of 1642 – 1650
Puritan ideas that are alluded to during the novel:o Even though these “pilgrims” wanted to settle a colony where they could worship as
they chose, they still persecuted and banished individuals whose beliefs and practices were different from their own
o The role of both the ministers and the magistrates was to enforce the laws of God;
the Colony felt they had a covenant with God to establish a communityo All members of this community of God were judges of the faith and works of every
other member; insisted on a lifestyle of self-discipline….completely intolerant of sino Puritan theology valued hard work
THEMES
Civil law vs. Natural law Nature of sin and the effects of sins on the individual Individual’s relationship to society (people are not self-reliant)
EAST OF EDENJohn Steinbeck
READING SCHEDULE
PART ONE: Chapters 1 – 5 PART THREE: Chapters 23 – 26Chapters 6 – 11 Chapters 27 – 33
PART TWO: Chapters 12 – 17 PART FOUR: Chapters 34 – 40Chapters 18 – 22 Chapters 41 – 44
Chapters 45 – 50Chapters 51 – 55
THE HAMILTONS(STEINBECK’S MATERNAL FAMILY)
SAMUEL HAMILTON ----------------------------LIZA HAMILTON||
LIZZIE TOM EUNA MOLLIE JOSEPH GEORGE DESSIE OLIVE WILL
|||
MARRIES ERNEST STEINBECK
ERNEST, ELIZABETH, JOHN, MARY
STEINBECK: “I can see no reason why I should not tell the family stories…and many of my family stories amount to folklore and should be used for and by the boys [his sons]. Then they will know their family…”
LIZZIE: married young and went away; great capacity for hatred and bitternessTOM: most like Samuel; “Born in fury and lived in lightening”; capable of great joy and huge
sorrow; inventive but bolder than Samuel
EUNA: thoughtful, studious, darkMOLLIE: pretty; will probably marry wellJOSEPH: greatly loved and protected by the whole family; smiling was his best protection from
work; easier for someone to do his work than to make him do it; physically lazy/daydreamed out his life; got exactly what he wanted with minimal effort; goes to Stanford College
GEORGE: tall, handsome, gently, polite; “no trouble”; from Samuel inherited neatness of clothingand hair; sinless boy = sinless man
DESSIE: constant laughter; dressmaker; favorite daughterOLIVE: Steinbeck’s mother; teacherWILL: dumpy, stolid, little imagination but great energy; hard worker but had to be told what
to work at; liked to live so that no one could find fault with him; disliked change; thingscame to him with no effort
SAMUEL HAMILTON: native of Ireland; is the first generation to arrive in the Salinas Valley; makes his living as a blacksmith, well digger, and informal doctor; could be characterized as a “failure”
LIZA HAMILTON: humorless, morally strict; opposite in every way from Samuel
THE TRASKS
ALICE TRASK-----------------------CYRUS TRASK-------------------------MRS. TRASK | |
| | CHARLES ADAM-----------CATHY |
|__________ |_____________CALEB ARON
CYRUS TRASK: created a brilliant military career out of his imagination; managed to become a high official in the military; loves his son Adam but not his son Charles
ALICE TRASK: wife of Cyrus and mother of Charles; lives quietly; content to serve othersMRS. TRASK: know little of herCHARLES: dearly loves his father, who doesn’t return his love; loves Adam but is jealous of
himADAM: father adores him, but he doesn’t love his father; sent to join army against his
will; story revolves around his life and descendentsCATHY AMES/CATHERINE TRASK/ KATE: woman without morals; epitome of evilAARON: open, innocent; he is the “good” son, who is loved by all; handsomeCALEB: contrast to Aaron; secretive; distrusts all the people in his life; manipulates
emotions
SHORT ANSWER QUESTIONS & ACTIVITIES
PART ONE. CHAPTERS 1 – 5
1. In what state does the story take place?2. Who is the narrator of the book?3. What is Samuel’s last name?4. Where is Samuel originally from?5. What is the name of Samuel’s wife?6. What is the name of the city Samuel and his wife move to?7. What kind of soil is on Samuel’s land?8. What is Samuel’s occupation?9. What does Samuel NOT have a talent for?10. What two things is Samuel well-known for?11. What is Adam’s last name?12. Where did Adam grow up?13. How does Cyrus lose his leg?14. How are Adam and Cyrus related?15. How does Mrs. Trask die?16. From whom does Mrs. Trask get her venereal disease?17. Where is Mrs. Trask when she dies?18. What is the name of Cyrus’ second wife?19. What is the name of Cyrus’ second son?20. How does Cyrus raise his children?21. What disease does Cyrus’ second wife have?22. What does Adam do when he realizes that his mother is sick?23. What does Cyrus try to convince Adam to do when he is younger?24. What does Cyrus tell Adam before he leaves home for the first time?
ACTIVITIES
1. Find the section of the book (from these 5 chapters) where the poor quality of Samuel Hamilton’s land is described. Write a short prediction about what this statement could be foreshadowing. Do you believe that Samuel will be a successful man with this land? Why or why not? What evidence is there in the scene to support your belief?
2. Think about the differences between the Hamilton family and the Trask family. How do you think these two families will be connected? What possible reasons does Steinbeck have for comparing these families from separate sides of the country? What are the possible consequences of these feelings of the narrator? Where will branch of the plot go?
3. Skim the five chapters and find more examples of possible foreshadowing. 4. Write a brief essay discussing the pros and cons of John Steinbeck’s extensive usage of
foreshadowing.5. Jealousy is theme in this book that will be seen a number of times. This theme is very prevalent
in these chapters as Charles shows his jealous feelings for the preferential treatment that his father shows to Adam. What do you think will occur as a direct result of jealous feelings?
PART ONE. CHAPTERS 6 – 11
1. Who runs the Trask farm after Adam goes to war?2. What position does Cyrus take after Adam goes to war?3. Where does Cyrus move after Adam goes to war?4. What is Charles doing when he injures his head?5. What year does Cyrus die?6. How much money does Cyrus leave to his sons?7. How does Charles learn of his father’s death?8. What does Adam want Charles to do with his inheritance?9. How does Charles think Cyrus came across the money for his inheritance?10. What does the narrator call Cathy?11. What is Cathy’s last name?12. How does Cathy get what she wants from people?13. How do Cathy’s classmates feel about her?14. How does Cathy get power over men?15. At what age does Cathy become a complete stranger to her parents?16. To where does Cathy try to run away?17. What does Cathy’s father do to punish her for trying to run away?18. What does Cathy kill while her mother is away?19. How do Cathy’s parents die?20. What is found on the porch steps on the day Cathy’s parents die?21. What does Mr. Edwards hire Cathy to do?22. What name does Cathy take on after her parents die?23. How does Mr. Edwards discover how Cathy’s parents died?24. What does Mr. Edwards do to Cathy when he takes her back to her hometown?
ACTIVITIES
1. Reread the section where Cathy tries to run away from her family and heads for Boston. Then read the section where Cathy is caught by her father. Write a compare/contrast essay about he response that Cathy’s father has to both of these events. Substantiate your ideas with excerpts from the text.
2. Cathy admittedly lived a life of lies and manipulation even at a young age. Write a personal narrative (use “I”…. you ARE Cathy) from Cathy’s point of view. Why does she do this? What makes her feel like she has to lie to get acceptance? Why is manipulating others so appealing to her?
3. “Misery loves company.” How does Cathy (and her actions) capture this statement? Why is she so miserable? Why is she determined to stay that way? Why does she want others to be miserable as well?
PART TWO. CHAPTERS 12 – 17
1. How does Adam feel about his new wife?2. To where does Adam want to move after he gets married?3. How does Cathy feel about moving where Adam wants to after their marriage?4. How large is the ranch Adam purchases?5. Where is Lee from?6. What is Lee hired to do for Adam?7. What is Adam drilling on his land?8. What does Adam ask Samuel for help with?9. Who calls Cathy’s childbirth a battle?10. What does Cathy do to the man who helps her deliver her babies?11. What can Cathy hear all day every day after she first moves to the ranch?12. Why does Adam ask Samuel for help?13. What does Cathy say she is doing after she gives birth?14. What does Adam do to keep Cathy from having her way after she gives birth?15. What does Adam do when Cathy will not respond to his pleas?16. How does Cathy injure Adam?17. Where does Cathy injure Adam?18. Why are the babies crying when Cathy leaves the house?19. How does Samuel describe Cathy?20. Where does Cathy injure Samuel?21. Why does Cathy say she does not belong in Salinas Valley?22. What does the narrator say will travel from West to East Coast?23. Who does Adam say is the voice of reason?24. What are Liza and Samuel most devoted to?
ACTIVITIES
1. Respond to the word “cruelty.” What does this word make you think and feel? Why does Cathy act cruelly? How does her cruelty affect the people around her?
2. Gratitude is often expressed by Adam for all he has. Why are the things he has so important to him? To whom is Adam most grateful for changes in his life? What does this gratitude say about Adam’s character?
3. Persistence is a very strong theme in this book, and it reveals itself in these chapters as Adam works to establish himself in California. What are the things Adam is persistent about? Why are these things important to him?
PART TWO. CHAPTERS 18 – 22
1. What is Horace Quinn’s occupation?2. How does Adam say he got wounded?3. What makes Horace suspicious of Adam’s wound?4. Why does Adam tell Horace that Cathy is not at the house when he comes to see Adam’s wound?5. Why does Horace think Cathy is not at the house when he comes to see Adam’s wound?6. What does Cathy get a job doing after she leaves Adam?7. Who gives Adam advice after Cathy leaves?8. Who takes care of the twins after Cathy leaves?9. What name does Cathy take on after leaving Adam?10. How does Cathy dress before meeting with her new boss?11. What is the name of Cathy’s new boss after she leaves Adam?12. What gift does Cathy’s new boss give her after she leaves Adam?13. How does Cathy’s new boss view her relationship with Cathy?14. What does Cathy tell the other girls that work with her about their boss?15. Why does Cathy not drink?16. How many bottles of medicine does Kate steal from the doctor?17. Where does Kate offer to take her boss on a trip?18. What does Kate say Cathy’s boss died of?
ACTIVITIES
1. Discuss Adam’s reasons for his impulsive desire to protect Cathy despite her horrible behavior and actions.
2. Samuel and Lee have both shown a number of examples of true friendship throughout the book so far. Discuss some of these examples and how they affect the storyline so far.
3. Adam thought that Cathy was his truest friend when he married her, but after her actions and Samuel’s words about her, he realizes that she never really did care about him as a friend or a companion at all. Why is Samuel a much better friend than Cathy? How is Lee a much better friend?
CHAPTERS 12 – 14:
CHAPTER 12o Shortest of chapters
o Turning point in chronology of novel (1900 = beginning of new millennium)
o Conflicting attitudes
Some idealize the past “…it was the best time that ever sloshed over the world”
Some wager to embrace the future “…to hell with that rotten century! Let’s get it over!”
o Interesting mix of disgust at bloodshed caused by greed
o Injustice of Mexican War
US granted large parcels of land Texas
o Steinbeck writes history with the same fatefulness with which he writes characters
CHAPTER 13o Before resuming Cathy/Adam story, Steinbeck speculates on “monstrous changes
taking place in the world”o “It doesn’t matter that Cathy was what I called a monster. Perhaps we don’t
understand Cathy…on the other hand, we are capable of many things in all directions of great virtues and great sins.”
o Adam blind to evil in Cathy, choosing to see her only as “an image of beauty and
tenderness”o Chapter begins with commentary on the mind of man and its creativity capability –
Cathy inspires Adam to be creativeo Charles cries when they leave
o Adam vs. Samuel = great vision for Salinas; both instantly liked and respected by
peers Samuel – poor but happy Adam – rich but destined for unhappiness
CHAPTER 14o Chapter introduces Steinbeck’s own generation
o Critics claim this is an unnecessary chapter
o More memoir than fiction (Olive represents the old-fashioned values of grit and
determination)
PART THREE. CHAPTERS 23 – 26
1. What is the name of Samuel’s oldest daughter?2. What is the occupation of Samuel’s oldest daughter’s husband?3. What does George Hamilton sell?4. What kind of shop does Dessie own?5. Why does Samuel worry about Tom?6. In what industry does Joe work?7. What does Lee say is not a sin?8. What does Lee say is the most important word in the Bible?9. What does Lee think makes one like unto God?10. What about humans does Lee say is never destroyed?11. Who tells Adam about Cathy running the whorehouse?12. What does Adam do when he hears that Cathy runs a whorehouse?13. What does Lee know about Samuel when they meet for the last time?14. How does Tom learn that his father has died?15. What street is Kate’s brothel on?16. What surprises Adam most about Kate when he sees her in the brothel?17. Why does Kate keep pictures of her clients?18. What does Kate tell Adam that helps him to let go of his love for her?
ACTIVITIES
1. Reread the section where Samuel tries to tell Adam the truth about Cathy, but he runs away and refuses to believe his good friend. Explain how that little bit of knowledge could have helped Adam prevent the problems he is facing with his family. Why did he not know? Why did Lee never tell him? What will change now that he does know more details?
2. When Lee finds an important passage of scripture, he realizes that the true basis of religion is making choices. Discuss the different options that the main characters have in their lives, and what are the possible consequences of each of these choice.
3. Trace the changes Cathy has made since Chapter One.
PART THREE. CHAPTERS 27 – 33
1. What does Caleb prefer to be called?2. What do Caleb and Aron use to hunt in the spring?3. What kind of animals do Caleb and Aron hunt?4. Who tells Adam to tell his boys the truth about their mother?5. How does Adam contact his brother after meeting with Kate?6. How long has it been since Adam had heard from Charles when he tries to contact him after his
meeting with Kate?7. What does Adam buy from Will Hamilton?
8. To whom does Charles leave his estate in his will?9. How does Caleb realize that his mother is alive?10. What does Caleb pray for when he goes to bed after realizing his mother is alive?11. What did the narrator say followed Dessie wherever she went?12. What causes Dessie’s business to fail?13. Where does Dessie go after closing her shop?14. Where does Dessie feel sharp pain at times?15. Where does Dessie want to take a trip with Tom?16. How does Tom plan to raise the money to take a trip with Dessie?17. What does Tom see Dessie do before he rides for a doctor?18. For what reason does the doctor scold Tom when Tom comes to get him to help Dessie?
ACTIVITIES
1. How does Dessie’s death affect Tom? How does he respond to this terrible news? What is your initial impression to this despair-filled scene?
2. Think about Tom and Adam. They both have to make difficult decisions in this part of the book. How do secrets affect both their lives?
3. Steinbeck is very descriptive in his writing. Do his descriptions serve EAST OF EDEN well? Why? Why not? Use SPECIFIC examples.
EAST OF EDEN, PART III:
Hamilton children’s plan to get Samuel and Liza off of farm – beginning of younger characters moving into the foreground of the novel
Plot is advancedo Adam learns the truth about Cathy
His decision whether to let go of Cathy, will determine the direction of his life and the novel
o Theme of the novel is developed
Cain and Abel story – God gave Cain the freedom to overcome sin if he so chose (“thou mayest”)
Caleb = Cain – there is hope for him since he can choose his own path
Patriarch of the novel - Samuel Hamilton – dies Lee realizes that Samuel’s last brave act was his effort to set Adam
free from his attachment to Cathy by telling him the truth Lee has new respect for Samuel
Meeting b/t Adam and Kate is climatico Adam sees her and her degenerating body and sees her for what she is
o Suddenly no longer under her power; she realizes this and is FURIOUS
Tries to tempt him back with sex – NO Tells him Charles is the father of the twins – Adam is unaffected After Ralph hits Adam, Adam leaves with a smile on his face Good vs. evil = Adam wins the fight…..but will Kate strike back?
o Adam WANTS to get to know his sons; Lee agrees to help
o Lee
Steinbeck does not rely on oriental stereotypes Endows Lee with feelings, hopes, history, and wisdom Relationship with Adam is more like a friend or brother
Aron and Calebo This part of book (specifically Chapter 27) starts to point out the great differences
between the two boys Aron = gentle Caleb = wants to be in control (mmm, sounds like
Charles and Adam) Is Caleb Charles? No. Steinbeck shows Cal has a conscience and struggles
to being his conduct in line; as a result he rises above the characters of Charles and Cathy, showing more potential for reform
Introduction of Abra Bacono Adds new element to the second-generation characters of the novel
o Steinbeck starts to build a new triangle
It is in Chapter 31 of Part III, that narrator reveals that his last name is Steinbeck; why the delay? So he could keep a distance while telling the story
Dessie, Tom, and Will Hamilton – keep that part of the story alive
o When Dessie and Tom die, the two that represent the best qualities of the Hamilton
family, Will is left to represent a future where money is the most important thing in life
PART FOUR. CHAPTERS 34 – 40
1. Where does Lee want to open his bookstore?2. How long does Lee stay away from the family?3. Who knew that Lee would not stay away from the family long?4. Why does Cal struggle to make friends after his family moves?5. What is the name of the girl Aron wants to marry?6. What does Aron do when he lays his head on a young girl’s lap?7. Who tells Aron the truth about his mother?8. What does Adam want to ship to the East Coast?9. What preserves the meat of a mastodon?10. What ruins Adam’s first shipment to the East Coast?11. How much money does Adam have left after his first shipment is ruined?12. What does Cal crave in his life?13. What does Cal do at night while his family sleeps?14. What causes Adam to try to get to know Cal better?15. Why does Cal choose to follow his mother?16. What does Kate do when she learns that Cal is her son?17. What does Cal say he actively tries not to be?18. What does Cal think his mother is afraid of?
ACTIVITIES
Cal and Aron are similar in many ways, but they have some very notable differences even though they are twins. Steinbeck specifically uses the example of how the twins would each respond to see an anthill as a way of showing their differences and similarities. Write a formal essay about what message you think Steinbeck was trying to send with the juxtaposition of these two characters and their differences in this unique way.
PART FOUR. CHAPTERS 41 – 47
1. What does Cal want to do in his future?2. What does Aron want to do in his future?3. What does Will Hamilton export during wartime?4. What does Cal plan to do with his share of Will’s business success?5. How does Lee feel about Abra?6. What is Joe Valery’s occupation?7. Why can’t Joe Valery get a better job?8. What physical malady does Kate develop?9. Whom is Joe sent to spy on?10. What job does Adam get when the war begins?11. What university does Aron attend?12. What feeling burdens Adam as he works in his new position during the war?13. Where does Aron spend most of his time at college?14. When does Aron plan to talk to his father about his feelings regarding college?15. How much money does Cal get from his business deal with Will Hamilton?16. When does Abra begin spending more time at the Trask ranch?17. Why does Abra think she is not good enough for Aron?18. To whom does Adam talk most about his feelings regarding the war?
ACTIVITIES - YOU MUST ANSWER BOTH!
Cathy and Adam, and Aron and Abra went from loving to hating each other through the course of this book.
A. Adam has been showing signs of his growing hatred for Cathy in certain places in the book. Skim through the book to find these instances. Choose one or two and write about how it/they changed the course of the plot, and how it foreshadowed Adam’s true feelings for Cathy. Make sure you use examples from the book to support your ideas.
B. Abra and Aron had some incredible obstacles to overcome in their relationship that eventually led to the ending of it. Find the obstacles, and write about how they overcame each of these obstacles, and how each trial led to the ending of their relationship.
PART FOUR. CHAPTERS 48 – 55
1. When does Aron come home from college?2. Why is Adam hesitant to tell his father that he wants to quit school?3. What does Cal wrap to give his father when Aron returns home from college?4. Why does Adam refuse the gift from Cal?5. Who tells Aron about his mother being a whore?6. What does Aron do after seeing that his mother IS a whore?7. Who was Kate’s childhood friend?8. What does Kate do when Joe lies about another person knowing about Kate killing Faye?9. To whom does Kate leave everything in her will?10. What does Kate take in hopes of dying?11. Who finds Kate’s dead body first?12. Where does Kate keep the keys to her safety-deposit box?13. How does Joe die?14. What does Adam do when he hears of Kate’s death?15. What does Cal do with his money after his mother’s death?16. What causes Adam to have a mild heart attack?17. Why does Cal feel unworthy of Abra’s love?18. What does Abra call Aron when she declares her love for Cal?
NO ACTIVITES; UNIT TEST INSTEAD!
ENGLISH 11 HONORS NAME_________________________________EAST OF EDEN – John Steinbeck
SHORT ANSWER. Answer each of the following questions with SHORT, PRECISE answers.
1. How does Cyrus lose his leg?
2. Who is the narrator of the book?
3. How does the first Mrs. Trask die?
4. What disease does Cyrus’ second wife have?
5. What does Cyrus try to convince Adam to do when he is younger?
6. What does the narrator call Cathy?
7. How does Cathy get what she wants from people?
8. How do Cathy’s parents die?
9. What does Mr. Edwards do to Cathy when he takes her back to her hometown?
10. Who finds Cathy?
11. Who is Lee?
12. How does Cathy injure Adam?
13. How does Samuel describe Cathy?
14. What makes Horace Quinn suspicious of Adam’s wound?
15. What does Cathy get a job doing after she leaves Adam? What name does she take?
16. How does Fay view her relationship with Cathy?
17. What does Lee say is the most important word in the Bible?
18. Why does Kate keep pictures of her clients?
19. To whom does Charles leave his estate in his will?
20. What does Caleb pray for when he goes to bed after realizing that his mother is alive?
21. Why does Cal struggle to make friends after his family moves?
22. What does Kate do when she learns that Cal is her son?
23. What does Aron want to do in his future?
24. Who is Joe Valery?
25. To whom does Kate leave everything in her will?
ESSAY. Read each question carefully. Choose two (2); use examples from the book to support your answers.
1. Courage and fear were two attributes that were seen a number of times in this book. Where did they appear, and how did the presence of these feeling change the characters who were involved in those scenes?
2. There were MANY themes introduced in the book. Examples of some would be betrayal, power and greed, sacrifice, and anger. Cite examples of each and how they affected the outcome of the novel.
3. Biblical allusions were prevalent in this novel, even making it into the title. What were some of these allusions, and how did their inclusion shape the course of the plot?
4. The characters in this book all had their own goals and motivations. Select FOUR (4) characters and write their main motivations throughout the book and how this goal affected the characters around them.
PART IV
CHAPTER 34 Steinbeck states that life can basically be classified as good or evil, regardless of history,
social class, gender, ethnicity, etc. All of his characters are good or evil --- no middle road
CHAPTER 35 Lee, the surrogate mother of the boys and the surrogate wife of Adam Trask, back to the
family So totally entrenched as part of the Trasks, he cannot stand life away from them
CHAPTER 36 Both Cal and Aron prove themselves good students but differences apparent to both
teachers and studentso Cal tries to do as little work as possible; he plans, schemes, and manipulates his way
out of things; also bullies his way into leadership on the schoolyardo Aron is hardworking, straightforward, predictable, and steady; everyone loves and
trusts him Steinbeck is carefully unfolding the plot to the point when Aron will actually know for sure
that his mother is aliveo Abra tells Aron about his mother being alive; if she is telling the truth, then Adam
and Lee are liars
CHAPTER 37 Chapter develops plot, character and theme
o Adam become more alive and becomes interested in refrigeration
o Cal is deeply affected by the closeness of the relationship between his brother and
Abra; spend all their free time together Theme of progress is interwoven with Trask family history – refrigeration
CHAPTER 38 Cal’s character is deepened in a way that ties the plot to the Cain Abel theme
o Cal fears he will turn out evil
o Lee explains freedom of choice; he can conquer bad
Aron continues to develop as the good twino Finds religion
o Joins choir
o Wants to become a minister
o Promises to stay celibate
ENGLISH 11 HONORSNAME____________________________________
EAST OF EDEN – John Steinbeck
1. In Part One, the story of the Trask family unfolds in the shadows of the Civil War and fighting in the West against Native Americans. In Part Four, the lives of the next generation of Trasks are set against the backdrop of World War I. What is the relationship between the private and public conflicts evoked in East of Eden? What does the story of Cain and Abel have to do with war?
2. Much is made of the differences between Cal and Aron, but what traits do they share? How do they deal with their respective senses of inadequacy?
3. Both Adam in Part One and Aron in Part Four come to hate their fathers. Why? In what ways are Cyrus and Adam Trask alike in their ambitions for their sons?
4. How is Aron's imagination of Abra similar to Adam's inability to see nothing but what he wants to see in Cathy? What does their infatuation suggest about a state of innocence and purity?
5. Is Aron's obsession with goodness and purity a form of self-indulgence?
6. What is the nature of the despair that makes both Charles (in Part One) and Cal (in Part Four) restless, drawn to borders of respectability? If Charles and Cal—as opposed to Adam and Aron—are the sons who love their fathers, why do their fathers reject them?
7. By presenting Adam with a gift of $15,000, is Cal really acting out of jealousy and trying to buy his father's affection, or is he motivated by virtuous impulses? Why does Adam reject his son's gift?
8. What in Aron does Cathy identify with? Why does she bequeath her ill-gotten fortune only to him? Why does she commit suicide?
9. Has Adam acted properly by not telling his sons the truth about their mother? Is Adam a good father?
10. How is Abra an agent of change in the novel? How is she different from other women in East of Eden?
11. Why does Abra cease to love Aron, and why does she burn his letters? Compare the three scenes of burning paper—Kate's pictures, Cal's money,
Abra's letters.
12. What is the nature of the bond between Lee and Abra? Why does he give her a gift of his mother's treasured possession?
13. What is the novel's position on flawed humanity, as instanced by Cal and Abra?
14. How does inheritance—financial and moral—feature in the novel? What are its ramifications for the lives of Charles and Adam, Adam and Cathy, and Aron? What inheritance does Cal receive from the dying Adam that is unlike any other in the book?
15. What does Adam mean when he utters the word timshel at the novel's conclusion?
16. Why is Lee increasingly important in the novel? Why is the role of surrogate father given to a Chinese character?
17. Why is Samuel Hamilton's memory evoked so often? What does he come to represent in the novel? Does he represent more in death than he does when he's alive?
How to Lead a Book Discussion
1. Read the book - This may seem obvious, but it is the most important step, so it is
worth stating. It is a good idea to plan on finishing the book a little earlier than you
might otherwise so that you have time to think about it and prepare before your book
club meets.
2. Write down important page numbers - If there are parts of the book that made
an impact on you or that you think may come up in discussion, write down the page
numbers so that you can access the passages easily while preparing and leading the
book club discussion.
3. Come up with eight to ten questions about the book - Check out our ready-to-
go book club discussion questions on best sellers. Print them out and you are done
with this step. Want to come up with your own questions? Check out the tips for
writing book club discussion questions below.
4. Let others answer first - When you are asking questions, you want to facilitate
discussion, not come off as a teacher. By letting others in the book club answer first,
you will promote conversation and help everyone feel like their opinions matter.
5. Make connections between comments - If someone gives an answer to question
2 that connects well with question 5, don't feel obligated to ask questions 3 and 4
before moving to 5. You are the leader and you can go in whatever order you want.
Even if you go in order, try to find a link between an answer and the next question.
By connecting people's comments to the questions, you'll help build momentum in
the conversation.
6. Occasionally direct questions toward quiet people - You don't want to put
anyone on the spot, but you want everyone to know their opinions are valued. If you
have a few talkative people who always jump right in, directing a question to a
specific person may help draw out the quieter people (and let the loud people know it
is time to give someone else a turn).
7. Rein in tangents - Book clubs are popular not only because people like to read, but
also because they are great social outlets. A little off topic conversation is fine, but
you also want to respect the fact that people have read the book and expect to talk
about it. As the facilitator, it is your job to recognize tangents and bring the
discussion back to the book.
8. Don't feel obligated to get through all the questions - The best questions
sometimes lead to intense conversations. That's a good thing! The questions are
there as a guide. While you will want to get through at least three or four questions,
it will probably be rare that you finish all ten. Respect people's time by wrapping up
the discussion when the meeting time is over rather than pushing on until you finish
everything you planned.
9. Wrap up the discussion - One good way to wrap up a conversation and help people
summarize their opinions of the book is to ask each person to rate the book on a
scale of one to five.
BABYLON REVISITEDF. Scott Fitzgerald
1. What does Charlie Wales give Alix, the barman, at the beginning of the story?2. How does Charlie find the Ritz bar?3. How long does Charlie tell Alix that he has been “going slow”?4. What does Alix say when Charlie tells him that he is in Paris to see his daughter “for four or five
days”?5. What was Charlie thinking as the taxi “rolled on to the Left Bank”?6. What is Charlie’s sister-in-law’s reaction upon seeing him again?7. What does Charlie tell Lincoln about his income these days?8. How did Charlie stumble in his conversation with Marion?9. What does Charlie tell Marion about his drinking?10. Why did Charlie Wales not go home after dinner?11. What did Charlie realize about Montmarte? ….the word “dissipate”?12. What had all of his wasted money been given for?13. Why did Charlie choose Le Grand Vatel to have luncheon with Honoria?14. What does Honoria ask suddenly?15. What are Duncan Shaeffer and Lorraine Quarrles described as when they come upon Charlie and
Honoria?16. What does Lorraine say “judicially”?17. How does Charlie respond when Duncan asks for his address?18. What is Charlie “more and more absorbed by”?19. What does Honoria say suddenly to her father on their ride back to the Peters’?20. What did Marion do when Charlie Wales opens the question of why he “really came to Paris”?21. How does Marion look at Charlie when he admits to “acting badly” about three years ago?22. What can Marion never forget?23. What does Charlie say slowly when Lincoln points out that for Marion the main point of giving up
legal guardianship is whether she has confidence in him or not?24. What is Marion’s answer when Charlie says, “I’m behaving damn well, so far as…”?25. What does Marion cry out suddenly?
26. What did Charlie say dully?27. What does Marion cry as she springs up from her chair?28. Back in his room, Charlie could not sleep because the image of Helen haunted him. What does he
remember about that February night?29. How does Lincoln try to explain Marion’s feelings to Charlie as the two men lunched together?30. Back in his hotel, Charlie finds a pneumatique from Lorrain; where does she plan to see him about
five?31. What does Charlie ask himself after reflecting upon Lorraine’s message?32. Why was Charlie astounded for a moment when Duncan and Lorraine show up the Peters’?33. What did Lorraine remember that happened once?34. What is Marion’s reaction to the visit by Duncan and Lorraine?35. What does Charlie reply after Paul, the head barman at the Ritz, says, “I heard that you lost a lot in
the crash”?36. What does the memory of the past sweep over Charlie like?37. What does Lincoln tell Charlie on the phone?38. What is Charlie’s response when Alix looked at Charlie’s empty whisky glass?39. What does Charlie say to another waiter?40. What is Charlie’s determination at the end of the story?
BABYLON REVISITED
THEMES Facing the consequences of one’s actions
o Charlie attempting to turn life around
Still facing the consequences of his actions and behavior during the stock boom His “reform” will not be fully accepted for some time Fitzgerald makes the reader feel that Charlie’s redemption should be immediately
accepted and custody of daughter should be restored to himo Conclusion that is ultimately drawn?
Charlie’s suffering something Charlie brought on himself Despite his “reform”, his prior behavior was dreadful; he recognizes it; now he must
live with the consequences The struggle to change
o Charlie struggles both in enacting change and convincing others of its sincerity
o Biggest change? Sobriety
Lorraine and Duncan try to lure him back Marion expresses some disbelief about his new-found sobriety Everyone seems to be more comfortable with the drunk Charlie instead of the sober
Charlie
STYLE Modernism
o Fitzgerald cited as one of the great Modernist writers
o Defined – writers post-WW I began experimenting with form and ideas, rejecting traditional
writing techniques and subject matter that was popular during Victorian Age Exemplified by group of American writers living in Paris during the 20s/30s Themes of growing disillusion with society, especially in response to WW I
“Babylon Revisited”o Epitomizes many of the characteristics of Modernist movement
Vernacular language Informal writing style Wrote about the “dark” and the disillusionment of the time
WINTER DREAMS (adolescent fantasies that Dexter can never seem to fulfill)
THEMES The dark side of the American dream
o Success comes at a high cost
o Social mobility restricts Dexter’s capacity for happiness
o Irony? The American dream yields bleak rewards --- cliché but applies: money cannot buy
happiness Reality versus Idealism
o Reality and fantasy constantly at odds with each other
Judy Jones – sole object of Dexter’s search for happiness and love Never sees Judy for who she really is (concerned only with the gratification
of her own desires) Even when Judy shows how self-serving she is by breaking off a
relationship with a man because he is not of adequate financial means, Dexter doesn’t see Judy for who/what she is
RESEMBLANCE TO AUTHOR Story is autobiographical
o Traces Fitzgerald’s experiences in a middle-class family in the upper Midwest
Black Bear Lake is only a partial disguise of White Bear Lake, an exclusive resort area near Fitzgerald’s home
Dexter Green = Fitzgerald: both restless and talented; desperate to advance themselves
Dexter Green = Jay Gatsby
STRUCTURE Fitzgerald structures this story a little differently than “Babylon”
o Reflects his critical view of the world
o Characters lead fractured, incomplete existences
6 sections – spanning 20 yearso Suggest the many affections and betrayals that characterize Judy/Dexter’s relationship
THE LOST DECADE
F. Scott Fitzgerald’s Babylon Revisited and The Lost Decade focus on damaged men, hard drinkers with Social Register credentials, men struggling with the consequences of their fractured pasts.
Using specific examples from both stories, compare/contrast Louis Trimble and Charlie Wales. Specifically look at how Trimble and Wales both understand what has been lost can never be fully regained.
THE LOST DECADE
F. Scott Fitzgerald’s Babylon Revisited and The Lost Decade focus on damaged men, hard drinkers with Social Register credentials, men struggling with the consequences of their fractured pasts.
Using specific examples from both stories, compare/contrast Louis Trimble and Charlie Wales. Specifically look at how Trimble and Wales both understand what has been lost can never be fully regained.
THE LOST DECADE
F. Scott Fitzgerald’s Babylon Revisited and The Lost Decade focus on damaged men, hard drinkers with Social Register credentials, men struggling with the consequences of their fractured pasts.
Using specific examples from both stories, compare/contrast Louis Trimble and Charlie Wales. Specifically look at how Trimble and Wales both understand what has been lost can never be fully regained.
THE LOST DECADE
F. Scott Fitzgerald’s Babylon Revisited and The Lost Decade focus on damaged men, hard drinkers with Social Register credentials, men struggling with the consequences of their fractured pasts.
Using specific examples from both stories, compare/contrast Louis Trimble and Charlie Wales. Specifically look at how Trimble and Wales both understand what has been lost can never be fully regained.
F. SCOTT FITZGERALD: THE GREAT AMERICAN DREAMER
1. How did the failures of F. Scott’s father affect his life and attitudes?
2. Why are the 1920s known as the “Roaring Twenties”? what made this decade so different from the decade before or after it?
3. How did the “Jazz Age”, a moniker Fitzgerald coined, provide a climate favorable to his work?
4. Although he attended the finest schools, Fitzgerald came from a modest background. How did he use his budding literary talents to gain social acceptance during his schooldays?
5. Zelda Fitzgerald was the quintessential “Southern belle” during her youth. What is a “Southern belle”? How does it reflect cultural differences between the northern and southern regions of the United States in the late 19th and early 20th centuries?
6. How was Fitzgerald a spokesperson for his generation? Can you compare him with any celebrity today who is a spokesperson for his/her generation?
7. Although Ernest Hemingway and Fitzgerald were friends, why was there a jealous tension between them? Had they collaborated, how could they have used their jealousy to create a great work?
8. The “Roaring Twenties” gave way to the Great Depression of the 1930s. How did F. Scott and Zelda Fitzgerald’s lives mirror the historical timeline of their era?
9. How did Fitzgerald draw on his own life experiences to create his characters and plot lines?
10. How did alcoholism play a role in the destruction of Zelda and F. Scott’s lives?
The Curious Case of Benjamin ButtonF. Scott Fitzgerald
1. How does Benjamin’s aging in reverse help you understand the story, the issues it deals with, and its characters?
2. What does the story reveal about the concept of beauty?
3. Identify and comment on how men and women are positioned in the story.
4. Find at least one example which shows how gender is socially constructed.
5. Comment on how “age” and “aging” are defined in the story. Do you think they are still defined in the same way in the contemporary world? Why/why not?
6. What does the story reveal about class and race issues? Give examples.
7. Comment on the portrayal of journalism in the story? How similar is it to today’s journalism?
8. Why does the story always have an emphasis on “concealing” or “hiding”? What could this tell you about the societal norms?
9. In what ways would you call Benjamin being perceived as a source of shame or a threat symbolic? What would his difference suggest about society’s attitude toward him?
10. In what ways would you call the story a satire?
