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AUTHOR Jaffee, Cyrisse, Ed.; Sharma, Amina, Ed. TITLE Culture Shock: A Teacher's Guide To Accompany the Four-Part PBS Series Premiering January 2000. INSTITUTION WGBH-TV, Boston, MA. SPONS AGENCY National Endowment for the Humanities (NFAH), Washington, DC.; National Endowment for the Arts, Washington, DC.; Corporation for Public Broadcasting, Washington, DC.; Ford Foundation, New York, NY.; John S. and James L. Knight Foundation, Miami, FL.; Geraldine R. Dodge Foundation, Morristown, NJ.; George Gund Foundation, Cleveland, OH. PUB DATE 1999-00-00 NOTE 89p.; Videotape series not available from ERIC.Additional funding provided by the Herb Alpert Foundation, the Nathan Cummings Foundation, the Albert A. List Foundation, and the Sheldon H. Solow Foundation. AVAILABLE FROM Culture Shock Teacher's Guide, WGBH Educational Foundation, Educational Print and Outreach, 125 Western Avenue, Boston, MA 02134; Fax: 617 300-1040; Web site: (http://www.pbs.org/wgbh/cultureshock/); E-mail: ([email protected]). PUB TYPE Guides - Classroom - Teacher (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Art Expression; Cultural Education; *CultureConflict; *Documentaries; Historical Interpretation; *Modern History; *Popular Culture; Public Television; Secondary Education; Social Studies; Television Viewing

ABSTRACT This teacher's guide accompanies the four videos ("Born to Trouble: Adventures of Huckleberry Finn"; "The Shock ofthe Nude: Manet's Olympia"; "Hollywood Censored: Movies, Morality and theProduction Code"; and "The Devil's Music: 1920s Jazz") of the PBS "CultureShock" series. The guide suggests that the videos could be used in theEnglish/language arts classroom, or as part of an interdisciplinary curriculumthey could help sustain either a semester-long inquiry into issues of the artsand intellectual freedom or a chronological or thematic study ofthe arts in the United States. It explains that since all the videostouch on similar issues and questions, the themes become increasingly complexand interesting as they are considered in relation to differentworks of art. The guide contains an explanatory section and additional sections on exploringthe series' themes and on teaching "Huckleberry Finn" in context. Itexamines each video separately, with activities and questions: "About theFilm" offers a film summary and a brief list of key terms,topics, and people; "Literature Links" offers ideas for using the films in conjunction with books;"Viewpoints" contains quotes, article excerpts, and other primary andsecondary sources ideal for student discussion and activities. Eachvideo has its own "Resources" section, while the "General Resources"section lists books, organizations, and Web sites for further exploration.(BT)

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Improve reproduction quality 1 - _ TO- THE-- EDUCATIONAL- - RESOURCESoir__Lautt&ors-INFORMATION CENTER (ERIC) - _ -- C officialdocumentPoints ofOERI view do positionnot or opinionsnecessarily or policy stated represent in this V z NATIONAL ENDOWMENT FOR 1}1E BEST COPY AVAILABLE FORD FOUNDATION 3 CULTUREThe four films SHOCK that makeare up Callorderscheduled your listed local to below premiere public in the 44- ti timestowww.pbs.org/stationstelevision find in out your stationthe area broadcast or check January 26, 2000 1 ' Irs Born to Trouble: Adventures(90Huckleberry minutes) olj Finn 1 . i lir Manet's(6oThe minutes) ShockOlympia ot the Nude: I 1, firsFebruary 2, 2000 Hollywood Censored: r n. ProductionMovies, Morality Code & the jr I 01 ' ' 1 luir The Devil's Music: (6o19206 minutes) Jazz I 0) 4 1 I " I . ...I 1 / 111' . I 1.1 5 TableINTRODUCTION ot Contents 2 I HOW TO USE THIS GUIDE 3 WebThe(vnvw.phs.orecultureshock),Culture Site Shock online CULTURE SHOCK Web site THEEXPLORING SHOCK OF THE THE SERIES' NUDE: THEMES MANET'S OLYMPIA 84 backgroundin interactiveinformationJanuary woo, on activities.on arts offerskey controversiei, figures, additional and.f.'W ., . THEMOVIES,HOLLYWOOD DEVIL'S MORALITY MUSIC: CENSORED: &1920S JAll THE PRODUCTION CODE 1612 3 11.6.11 b... 1.... I.. -s 4. I. CONTROVERSYADVENTURESBORN TO TROUBLE: AT CHERRY HILL HUCKLEBERRY FINN 2520 haveVisitonhest lett like muchmined you et this TEACHING HUCK FINN IN CONTEXT 26 11113 AV you ulft no. 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General conjunction contains of Resources Each expression, quotes, with film sectionbooks articlehas and its you excerpts,(pagesrelatedown may Resources 37-38) issues. alreadyand Born to Trouble: Adventures of HuckleberryFor many English/Language Finn inArts the teachers, Classroom the documentary "Born to Trouble: Adventured ob Huckleberry youbannedA willbrief find overviewbooks questions in secondaryof theand controversy activities schoolis about surrounding also the provided. film, thewhich bookone andFinn,"can thebe ofmay usedongoing the be along most the controversy, mostwithfrequently auseful study thetaught film of filmthe in and novelthecan frequentlyseries. also (pages stand For 20-24). thosealone teachersas a helpful wishing overview to introduce of the issues. students In thisto the guide book innovativeSchoolThe Huck District Finn curriculum in ContextNew examines jersey curriculum (see the page novel (pages 25), within in26-35) response its ishistorical based to objections on as a wellunit aboutasoriginally literary the book's developedcontext. perceived This by theguide racism. Cherry provides ThisHill an andcontroversiesNOTEpreviewBecause present, thethe teachers in filmsseries the arts,before exploresshould past Ifoverview you would of the like curriculum, to pursue a which study ofcan Adventured serve as a modelof Huckleberry for teaching Finn other in greater controversial depth, you literature. can order Huck Finn objectionableand/orofshowing the filmsimages them contains totothat studentsstudents. may language be or Each Trouble:Finnin Context: in Context: Adventured A Teaching A Teaching of HuckleberryGuide, Guide; which theFinn" contains companion (see the page full readings,39). curriculum, cleared or thefor Huckclassroom Finn use;Courdepack, and the video which of contains "Born to Huck desired,aboutalsotheir wantparents. educatorsthe films'to informEducators topics.can parentsselect Ifmay 10 illustratebackgroundintroduceexcerpts differentfrom a topic,information, the perspectives.providefilms to or 11 artsexploring in society and freedom ofthe expression, &rata' or to enhance Themes an existing unit on a particular novel or era. Thecanartist'sby three are use mainresponsibilitythere the followingconflicts to over discussionsociety? the arts? Key questions questionsIs there togood like develop these art and aare unit bad at orthe art? semester-long heart Who of decides? the CULTURE study What, on SHOCKifthe any, role is series. ofthe the You ofquestions them in reflecta variety the of series' ways, overarching including: themes, and each has its own subset ofto questions. guidespark a morepre-viewing You canin-depth use discussion partsdiscussion or all before after anystudents of the have films watched one or more of the films Didcuaaion Queationa to assesspromptdevelop studenta a class research debatelearning paper or after seminar or presentationthe class has seen the whole series *, WHATwhatBefore theIS students ART?arts are. begin At the a coreunit orof inquirymany arts into controversies any of the issues is not relating only the to debate the arts, between it's important what is to and think is not about Detail from Le Charivari by Honore Daumier onbuttruly pagesthe art, following but 6-7 also for questions suggestionsthe notion will that on help "fine"how students to or further "good" begin explore art to should frame these theirbe questions, morally thoughts uplifting. both around Dobefore This wethe need andissues.is a aftercomplex art? (See viewing.)What Activities,topic, is the purpose or goal of the arts? 1 it HowWhyWho wouldareis an new artist? you art define formsWhat "good"makesoften controversial? andhim "bad"or her art? an artist? "High" art and "low" art? I rm. WhyMust or artwhy be not? challenging, or "rattle our cages," as Mike Bid lo says in "The Shock of the Nude?" "7. 12 4 WHAT IS THE ROLE OF THE ARTS IN SOCIETY? es r aboutwithoutAs students society, also wrestletalking and whatabout with partdefining the itpeople plays art, whointhey how view will a quicklywork and judgeis see them. that it Theis almost questions impossible belowHow arepi.omptto talk the aboutarts students a thereflection artsto think of the time and place in which they are created? prodticet d and received. Art What,How can if any, the artsis the challenge artist's responsibility or change a society? to society? rr,6 gives How do thesepolitics, factors economics, contribute religion, to the gender, critical and/oror culture commercial play a role success in the creationor failure of of a that work work? of art? form WhyHow hasdo they art that help crosses ignite controversy boundaries overbetween a work race, of cultures,art? or classessuch as the jazz and rap to ThisIS seriesART DANGEROUS?of questions includes those most directly asked by the CULTURE SHOCKdescribed films, and in are "The therefore Devil's usefulMusic"often been seen as threatening? terrors our society,for post-viewing questions discussions of how art or is writing.judged andAs students controlled begin naturally to think follow. about the relationshipWhatWho decidesrights between are what guaranteed theis acceptable arts and by the art First and Amendment? what art is dangerous How do they or offensive? relate to artistic expression? as WhoseShouldCan art pointsthe negatively arts of ever view beaffect are censored? represented social behavior If so, in why?art? or Whosemorals In what are(e.g., way? not? can If not, violent why artnot? cause violence or well as WhyWhatracist and subjectsart causehow does in racism)? art once-controversial remain controversial? art become Why? accepted or even considered classic? desires!' our 14 Pablo Picasso Activities =1 classifiedexploreAsBEFORE you investigate the byVIEWING widesociety. variety the series' of art themes forms, discusson pages their 4-5, personal have students response do one to art, or moreand learn of the how the arts are often following activities to danceAssignBrainstorm piece,students a lista photo aof genre different of aand painting). genres ask them ofAsk artto each bring(e.g., student inmusic, a piece topainting, sayof art what they literature, they like like from film, about that dance, genrethe art plays, (e.g., and graphic toa provide some videotape of a art). background on the artist. Then choose one or both ofA. theIn a following large class activities: discussion,"avant-garde,"Define organize and thediscuss examplesand "mainstream"terms students such as and have"highbrow," apply contributed them "lowbrow," to into the art "popular within the culture," genres. "classic," Why are "alternative," the above terms the different genres. B. Choose a few pieces ofused? artpages and What divide4-5, positiveusing the classthe and art into negative as smalla reference. implicationsgroups Then to explore dohave these eachsome terms group of the create present questions for the on works of art? their conclusions to the class. Born to theAfter new viewing information one or morethey haveof the gained CULTURE adds SHOCKto or changes films, students their answers. should This return can to betheir done conclusions in the same and small groups,discuss how Trouble in a large class discussion, or individually in an essay. Students might also use the questions to stage a debate or a seminar-styleCreate a "scavenger roundtable hunt" in which of items they for lead students a discussion to look for without as they teacher watch intervention. the film(s) to help focus information and personal their viewing. responses,The hunt might such mixas: simple and more challenging directives, as well as ask for objectiveFind a quote explainingfrom a critic why of the worktime onis now the consideredwork of art. classic. ` GiveName asyour one many opiniongroup explanations that on wasthe work against as youof art thecan and/or work find andfor the why explaincontroversy. the worktheir wasobjections. or has been controversial. StateFind one or thinkthing ofthe one film contemporary left you wondering parallel about. to something mentioned in the film. .16 17 C ActivitiesAFTER VIEWING Shock 4.) AfteraspreselectHave theviewing students films the one do, topic research orwhat moreor havepolitical, aof current thestudents cultural,films, arts dohave controversy religious,initial students research technological, through choose and newspaper thenfrom orgenerate the other activities and factors a magazine list below. in play class.) articles.a role Direct in (You this them controversy.may to discover,want to )f the\T 4,.) To explore the issue of how the media influencesthatsexualThey believes can content young then the writepeople,in arts the an canarts askessay harmcan students orbe children, a harmful newspaper to debate and to children.one editorial,whether that believesYou violenceor create may the wantand/or a artscartoon, to are divide not that theharmful. reports class Students whatinto twothey groupsonemay have want found. to consider movies, music, and video games as some of the media that have been considered the cause of violence (3) Ask students to select an artist of todayamong (from4-5there that children.compromisesany they genre). would Have Direct or moststudents solutions each like researchtostudent that ask boththe to their choosechosensides argument can fiveartist. agree questions beforeThen upon? havethe from debate the pages student via the "interview" Internet and that periodicals. artist by imagining Are andtheHave artist's interviews studentsthem answers, present to research find and theirinformation also andcase explain argue in and writing inwhy actual favor theyor asofquotes admire ana book oral that or thatpresentation, dislikeare isn't relevant thetaught artist. as to in iftheir highStudentsto the questions.school, Board should or of against Education. use books, a book Direct articles, that them is. 1013 ywood '5) isAskadministrators,to nowanticipate studerits accepted. the to etc.) doobjections Instruct an in oraltheir them that historyarguments. mightto interviewproject come about frompeople adifferent work of older or community type generations of art groups that about was (parents, onceart'that extremely teachers, was controversial controversialreligious leaders,in their and Censored (6) Have students write an imaginary dialoguereadingthetime that class and will in why.inconnect class. a short Then First, any oral have ofhave presentationthe students the CULTURE class choose brainstormthat SHOCK includes one filmsworka list quotes withofmentioned, people a of work those or they researchcharacters they are interviewed. it further,from the and film presentor films theirthey justfindings watched. to thatthechooseThen, dialogue they have one should them persontopic try make beforehand, fromto write a eachlist in of thelist, orcharacters ask voiceand students write and from anwith to theimaginary choosethe book point theya dialogue ofquestion viewfare readingof between about the characters (includingthe the arts two. from they theYou pages author). choose..might 4-5. want Students Remind to determine should students 18: BEST COPY AVAILABLE 19 7 KEY TERMS, TOPICS, AND PEOPLE -r-'777777 THE SHOCK OF THE NUDE: courtesanCharles Baudelaire exhibitedThe famous in FrenchParis in painting 1865 that Olympia the gallery caused was such forced an uproarto hire whenpolicemen it was to first protectAbout the Film Manera Olympia "high" and "low" art Edouardthe Louvre Manet possiblethe canvas. reasons, Why didfrom it sothe outrage social upheavalFrench society? caused Thisby a filmnewly poses rich amiddle number class, of to the scholarsdecidesasksunprecedented questions whattoday is asthatrealism beautiful? the are first ofstill Manet'struly In being what modern askedportrayal ways painting, today:can of the aShould courtesan. artsOlympia be the threatening? profoundly arts"The be Shock uplifting? Considered changed of the Who Nude" by I the nude as a classicthenouveau-riche French Revolutionsubject of art the role of art in society. LITERATURE LINKS the Salon and its role Frenchin nineteenth-century culture Thepublishedwoman's Awakening strugglein 0399. for love and self-understanding, was very controversial when it was by Kate Chopin. This novel, which explores women's roles through one art history A Doll'sMadamethis play House Bovaryquestions women's roles in middle-class life and their subjugation by men. by Henrik Ibsen. Written inby the Gustave same time Flaubert. period Writtenas Manet in painted the same Olympia, time and place as Manet painted French language and culture NanaonOlympia, middle-class this novel conventions also caused and a a scandal portrayal upon of aits controversial, release.by EmileLike sensual Olympia, Zola. woman.Zola it iswas a commentary inspired by another of painting of Manet's, Nana, to write artist,upPortraita novel in Irelandexamines ofabout the Artistand a courtesanissues rebelling as a ofYoung the and against artist's Manthe corrupt his vision family, world and his role of religion, secondthat "The Empireand Shock his France.society of the toNude" become echoes. an by James Joyce. This novel about a young man growing 2u RIGHT:BOTTOM:TOP: Detail Edouard Edouard from Manet. Le Manet. Charivari 1865 Nana. by 1877 Honore Daumier 21 Viewpointa "I painted what I saw." I to "I think that people are going to art to be Edouard Planet, speaking of Olympia uplifted, or at least to be able to don't respond to 4 wooltellimmediately what's over ourgoing eyes they on. dismiss Often what as outrageous people don't or as understand 'the artist oris trying to .. . my kindergartner could do better . pull the 011b .1\4. , 41, "[Mane-0 succeeds in provoking almost scandalous laughter, Professor Linda Nochlin, New York University, The Shock of the Nude" rt ..ludicrouswhich creature causes thecalled Salon visitors to crowd around. Olympia." Ernest Chesneau, Le Conatitutionnet 1865 this . . . Edouard Manet has asked himself, 'Why lie, why not tell the truth?' He haswe made meet usevery acquainted with Olympia, a contemporary day ... the public as usual has taken. good care. not to understan. we laugh at, or are irritated by the things we don' girl, the sort of girl thewateredunderstand. painter's down intentions. That but is reject why weviolently are quite anything happy thatto accept upsets originality our Emile Zola, 1867 preconceived idea when it is "The augustecadaverand jeune wrinkled displayedfille feet.... is ain courtesan, the her morgue body with has....Never dirtythe livid hands has tint of aanythingexhibition. so strange been hung on the walls of an art 22 Ego, art critic, Le Monde Mush*, 1865 23 (I) Before horrified,ExplainDiacuaaionBEFORE that outraged, oneAND is AFTER inand the shocked accepted VIEWING Queationa it. classicalAsk students tradition to and and pleased theActivitiea artviewing, establishment show students of the the Venus of Urbino by Titianguess (the whichultimate is which"Salon and picture") explain and why. After the film, ask them Olympiatime, while the other side by side. exchangeasDisplaywhy they they sit apapers forthinkcopy the Manet of andportrait. let purposefully someone After the else film,modeled add have to it.students Then ask add students to what to they wrote originally, Olympia and ask students to write the internal monologue of Olympia on the Venua of Urbino. present their monologues to the class. What might he have been tryingOlympia, to say? the maid, or the cat or have them lb "OlympiaAFTER VIEWING did not conform to certain ideas of beauty at the time," Linda Nochlin observes in the film. Why not? Olympiabeauty:fromAsk studentsthe Who visualneed decides to toarts, define look media, whatlike what today isand theybeautiful? advertising. to see shock as Has ourus? Using the currentWho concept these reflects ideal of ofbeautythe ideal changed of beauty, since as Manet's the Salon time? did Ifin Manet's time? collages as a starting point, discuss the concept of idealphysical beauty by creating a collage of images and words so, how? What would (2) ofOlympiainFinally, apresenting classroom ask students an art idealized, gallery. to describe, heroic inimage writing of womanhood,or through visual it art, their own broke all the rules: instead of being uplifting, it exposed a hidden presented a courtesan. What now-classic works realityconcept of French of beauty. society; Display instead their work differencesanddeliverof literature why a wholesomethe between werework wasalso orit and controversial,upliftingonce criticized message? then for createHavesimilar students a reasonsfor choose Olympia. The chart should show the subjects that the two works compare and contrast chart that shows similarities and being too gritty, or realistic,a work or for of failing literature to and research when, how, portray, how they (www.ncte.org)forteachersportray the Americanthem, might why directprovide Library both students workslists Association of were bannedto look controversial, (www.ala.org) at books.I the school's and and readingwhen the Nationalthey list both Council became for widely Teachers accepted. of ITo or at a list of banned books. The Web sites English start, BOTTOM:TOP: Edouard Titian, Manet. Venus Olympia, of Urbino, 1863 1;38 9 0 Brombert, Beth Archer. Edouard Re 'puree biographyCompany,Manet:Boston: Rebel 1997.ofLittle Manet's in BrownA a detailed Frock life and thatCoat. ArtRecreateswww.artchive.comWeb Archive altothe controversial Janson,FORBook6 H.W. STUDENTS and Anthony views,bylooks his at personaland how social his relationships, art milieu. was affected Pissaro,ofFirst 1874. Impressionist Morisot,The artistsMonet, and Exhibition Cezanne People,Janson.studyHarry N.fifthHistoryof Abrams,art edition. from of Art1997. prehistory New for This YoungYork: to Cachin,ExploresYork:Influence Francoise.Harry early of N. the Abrams, influences Manet:Modern. 1995. The upon New www.mystudios.com/manet/MyManet'swere Studios all work.influenced by Wright,600ofthe terms, 199os illustrations. Patricia. maps, includes charts,Eyewitness definitions and over OlympiaatManet's the controversies andwork Dejeuner and looks surrounding Sur closely L'Herbe. ofContainsmanet.html hisManet's life, online and work, stories images a chronology and of Art:Manet'sreadKindersley, Manet. visual work New 1993.resource andYork: This technique Dorexamines easy-to- ling theUniversityPrinceton,Clark, universal Kenneth. Press,NJ: subject Princeton The 1972. Nude. of Explores the nude http://sunsite.unc.edu/louvreTheart created Web Muaeum about him. andin depth, times. and details his life Clark,fromofModern prehistoryManet T.J. TheLife: and toPainting ParisHis the Followers.19505. in of the Art withhistoryContainsWorld images and Wide information famous of Art their Reaoureee artists, work. on art NewBerger,STUDENTSFOR York: EDUCATORS John. Viking, Ways 1995. of Seeing. Originally AND Manet'sbookUniversityPrinceton, that era examines Press,NJ: and Princeton its1986. relevance the A art vivid of to A gatewaylinksonhttp./ the to/www.wwar.com Web. artists, to arts User museums, information can find thename,towritten a way television thisas viewers a classic companion series see text and of questions workthe same NotoriousALipton,the Woman's social Eunice. historyModel Search Alias andof that forOlympia: Her Manet's time. Own education,galleries, art and history, more. arts define art. toart6Desire. Sons, learn historian's New1999. about York: Anpersonal the American Charles life of journey Scribner modelVictorine for Meurent, Olympia. Manet's 27 THE DEVIL'S USIC: .;,* 4C. society.In its early It featured days, jazzimprovisation was considered and the a rhythmsdangerous of influencethe African on American young people experience andAbout the Film 2 08 censorinstead "the of devil'sclassical music" music became forms. legion.When jazz's This programpopularity looks grew, at activehow a campaigns radically new to 9 artistic genre was opposed by audiences and critics alike. It traces the roots of jazz to Jazz thinkAfrican of rhythmsas modern and to slave flourish. spirituals, but shows how jazz depended on everything we ofThe lightjazz film districtand brings blues, of the New such Jazz Orleans as Age Louis to to life; Armstrong, the from Harlem the Duke speakeasiesRenaissance. Ellington, of Itand Chicago features Bessie to the Smith.the great red And legends Bessie Smith. 1921 music terms (e.g., syncopation,improvisation, swing) 'controversialnowby inviting meana classic art comparisonscanby America,American cross the we toart divide meantoday's form. between byAs rap jazz." critic music, color Michael "The and DysonDevil'sclass. says OnceMusic" in reviled, thealso film, explores jazz "What is how we IOW Studying any writer of the Harlem Rebaissance, or the movement itself, can be enrichedLITERATURE LINKS CURRICULAR LINKS I African American histo theexperienceby "The culture Devil's ofinclude the Music." Harlem scenes Many Renaissance, in Harlemnovels andduring the autobiographies relationshipthe Jazz Age, between andof the touch Africanblacks on topics andAmerican whites such asin the Louis Armstrong. 1931 ThebyInvisible19205, Malcolm work and Man of X,thewriters by Manchild development Ralph such Ellison, in as the Claude of Promised Black jazz McKay, music.Boy Land by TheseCounteeRichard by Claude include Wright,Cullen, Brown, such TheLangston andoften-taught Autobiography Jazz Hughes, by Toniworks Zoraof Morrison. Malcolm as: Neale X jazz,WhentheHurston, andfilm. writing he The James tried Great On to Weldon the mirrorGatsby Road, theseJohnson, by Jack F. elements Scott Kerouac and Fitzgerald Jean in was the Toomer influencedunstructured,reflects also the by flourishedyouth spontaneousthe culturebeats in and theof thestyle eraimprovisation Jazz describedof theAge. novel. ofby 28 2 11-1114' \ (" 1 (° I "The rhythm of life is a jazz rhythm . . ." "Plato believed that in the ideal republic, music would be pretty much Langston Hughes, 'Lenox Avenue: Midnight.' 1926 mayman'sprohibited,[music] emotions, and because you to except allhe thatsaw your wasmusic ears, irrational as and speaking our in him.ears notbe. are. to So open,man's music's whateverreason, got thisbut our toaccess minds to you, without any kind of mediation. . . Nothing stands between objection to jazzAnd is that's that what one makes can't it bothsit still when it is . . . anProfessor Ann Douglas. Columbia University. The Devils Music'ideal language, but also very dangerous." jilayed.is really You doing must terribleget up and injury wear yourselfto young outpeople." dancing. This Laurette Taylor. actress, quoted In the New Jost Times. 1922 whatclassical other. music, black ifmusicians you. willis do, the. has only always really been mostrespectable like Americans the kind kind. ofstill What man take weyou it do, for granted that European-based music "Jazz music causes drunkeness wouldn't want your daughter to associate with." (by sending)Duke Ellington. a continuous from Usten to the Stortea by Nat Hentoff. 1995 producingarereasonwhirl directed ofand thoughtsimpressionable reflection by stronger and areimaginations stimulations animallost and thewhich toactions theoverpower brain, of the the persons will ... passions." 30 Dr. E. Elliot Rawlings, New York physician, 1922 ()Mil 11114 Cho: 11.,11.11. III ill: BEFORE VIEWING 0 Play a selection of popular European classicalwhatMorton.symphony;Diacuaaion might music, Ask have then studentssuch been play shockinga to selection predict (Neat-Iona or ofsome threatening early of jazz,the issues aboutsuch asthejazz Joe film to and"King" people will raiseOliver whoActivitiea by thought brainstorming as a Handel opera or Dvorak or Jelly Roll classical op Have students discuss Plato's BEFOREmusic was AND the only AFTER worthwhile VIEWING music. notion of an ideal republic without music and Ann canofWhy ofDouglas'music? be aor concerneddangerous. why Have description not? students Ifparent they of write(fromagree music's a withtoday newspaper effect Ann or onanyDouglas, peopleeditorial time in what(see fromthe past) their about whether page 13). 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BESTCOPYAVAILABLEi 35 HOLLYWOOD CENSORE : Movies, /Morality & the Production Code Sexywould-beIn the sirens early censors played decades and by Maepublicof film, West opinion and and intensifying Jeanover Harlow,the moral in the and content 1930s, the violence movieof Hollywood makersin gangster struggledfilms. films withlikeAbout the Film KEY TERMS, TOPICS, AND PEOPLE First Amendment acitizens.ScartaceIn self-imposed 1934, InWill(1931), 1931, Hays, Production were Hollywood the attacked head Code ofresponded bythe to religious Motionensure to threats that Pictureleaders, its ofmovies Association, politicians,government were andhired censorship other Joe Breenconcerned by adopting to enforce "safe" for family viewing. lean Harlow madeoffensiveLegionthe Code for of themore motionDecency next strictly. pictures.thirty and Hays years.other The and supporters,Ironically, restrictions Breen, alongthe worked of height the with Codeto ofthe get Breen's Catholicinfluenced rid of rulewhat group inthe they the wayknown 193osconsidered movies as and the were194os to be stockHollywood market ProductionMaeself-censorship crash West Code andthecoincideddocumentary Codeindustrial causewith practice? whatmoviesframes is generally theIllustratedto flourish debate considered withoverduring moviesex a andcriticalthe clips goldenviolence period,from age thein orofthe 1920S wasHollywood movies it to a therepressive that cinema.1Did199os, still rages thiscultural today. 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Legion poster. 19t4 of ;936Decency A '1 BORN TO TROUBLE: About the Film Adventures DA Huckleberry Finn Twain'sconnectionsofSet the against most literary beloveda to backdrop race,genius; and culture, ofthe banned America culture politics, books beforeout and ofin whichAmericanthemorality Civil the are novel sprang; War, this film tellshistory. the story The of novel's one complexshown as the film chronicles the too years of KEY TERMS, TOPICS, AND PEOPLE ofTheseconflict the recent themes surrounding crusade are interwoven it; of and an theAfrican withbook's Americana retelling importance motherof the in novel'sAmerica from a high school required reading list. and daughter in Tempe, Arizona, plot, as well as coverageand the world. '4 1,1 to FinnThroughoutremove controversial, Adventures the go-minute compelling, ofr Huckleberry film, writersand Finnrelevant and scholars to comment on the times we live in. Scholars such as just what makei Huck PICT theShelleyintent characters Fisher in writing Fishkin,of Huck the novel. Jimand Miller, Jim, the and time Jocelyn period in Chadwick-Joshua examine its language, which it was written, and Twain's I CURRICULAR LINKS controversialaEducators Mockingbird books,can by use Harpersuch the asfollowing Lee, I Know curriculumWhy the Caged outline Bird as a LITERATURE LINKS Kaffir Boy by Mark Mathabane. Beloved by Toni Morrison, Sings bymodel Maya for Angelou, teaching To other Kill Theand CatcheronCouncil Black controversial forinBoy the Teachers by Rye Richard literature by ofJ.D. English Wright. Salinger, and (see The Of pageAmerican Mice 37) and offer LibraryMen banned books. additional information and resources byAssociation John Steinbeck. and theand NationalNative Son 44 BOTTOM:TOP: Title Jim.page from in Twain's a mural handwriting by Thomas Hart Benton. 1936 - 45 (OP I I IV (11 I 7 "Persons attemptingbanished;prosecuted; to fund persons persons a motive attempting attempting in this to narrative to fad find a plOti a willmoral in be itin will it will be be Mark Twain. 'Notice" In Adventures op Huckleberry Finn shot." Any great writer . . . is constantly trying . . . to ask questions that people don't want to have kindyou'recareasked.I liked of goingAnd moral that to toguy. growthask want Ithose thought tothat deal questions comes I withunderstood from it. in You're contexts reading what going henovels."thatabout was to are Isaylwhy doing very hardand did now, to he ignore... dowhat that? is this? Wait That's a minute, the a character and then I have that character do something that you don't understand, . If I've made you al morality;allItan deals through employment withit is its coucheda pagesseries of rough, thereof in adventures the is coarse, alanguage systemic inelegantof aof usevery a roughof expressions.low bad grade dialect,grammar Itand and Writer David Bradley, "Born to Trouble' of profitablevery irreverent for the slums than it is for respectable people:" . The whole book is of a class that is more St. Louis Globe-Democrat, March ry. 1885 is also "Twain makesforhim an locked odious in parallel a cabin betweenand jim's Huck's legala enslavement. being 'enslaved' Regardless byboy a drunken to ofbe howheld father awfulphysically who and wrongcaptive it by is his father, there is a profound difference between that keeps it andall slavery. modern American literature comes from one book .. . Twain did not take slavery, and therefore black people, seriously." Julius Lester, Satire or evasion? Black Perspectives on Huckleberry Finn 1, by Mark Twain called Huckleberry '46 Ernest Hemingway, 1935 Finn." ,on About the Book enduringeralded as place a masterpiece in the American by T.S. literary Eliot, Adventures canon. It is required reading in overob 70 Huckleberry Finn has an Yetliterature and is considered by many theHuck country's greatest percent of American highFinn has been in trouble almost continuously schools. It is among the most taught pieces since it was first published in novel. of American Americasuitveriest in in1905, trash, 1885. removing suitable The Concord onlythe novel for(Massachusetts) the from slums." its used terrible grammar,children's and "said room The'sweat' because Brooklyn Huck (New was York) a liar Public who LibraryPublic followed Library immediately banned it as "the "not whenonlybutOver itched, thehe the shouldindictment years but scratched," havethe thatnovel said has has 'perspiration.was proven been dirty, declaredmost persistent began "unfit for children" on a number of counts, in 1957, when the NAACP charged ,4has been thatremovedracist for both the pervasive use of Huck Finn contained "racial slurs" and "belittlingfrom racial reading designations." lists in schools from Texas to Pennsylvania the word nigger and a portrayal of African and demeaning. Since then,and it called Americans p- thatChampions notprejudicesome racist, people ofsays athe considersociety scholar novel that reply toShelley be pretends stereotyped to that it is a satire,Fisher a scathing Fishkin, attackit is "the on greatest the hypocrisy anti-racist honor virtue while condoning slavery. Not only novel by an and is it slaveAmericantriumphingfriendship, who writer."search overloyalty, forThrougha "deformed freedommorality, the together freedom,storyconscience," of ona race, friendship a Huck decidesraftand he'lldown America "go the to Mississippi hell" itself. rather With River, thana "sound Twaingive heart" explores between a white boy and a runaway taughthisHuckleberryFinn friend becauseshould Jim upbeFinn it taughttois aslavery. seminal because As and writer it is a must be taught because it is a specific point central text in white Americanseminal literature. andDavid central Bradley text insays, black American "Huckleberry of intersection between Finn should be Huckleberry literature. END these two American literatures." 48 editionIllustration of Adventures by E.W. Kemble ob Huckleberry from the first Finn American Wing the Film Educatorsthe who reasons are teaching the book Adventured. has been and remains controversial. The film can be shown at any point in a study of the olj Huckleberry Finn can use the documentary to help students understand Theandpost-Reconstruction opinionsfilm is also have helpful or haven't forperiod learning changed, in which more andTwain about why. wrote Mark the Twain, novel. his Although usenovel, of satire the and filmand might does character even retell be development,theshown plot both of the before andbook, the and book in is read and after, so students can examine how their knowledge TheteachersTomone comment filmreveals mightshould his alludes also notsecret befind to shownthat thethat Jimending it to"gives isparents, a ("Jimfree away" man."),risksadministrators, the his ending. it freedomis so embedded students, to nurse or inTom otherthe whencontext teachers Tom of whyis who injured the are book waryby a is bullet.of controversial teaching Finally, the that areperspectivescurriculum),novel, similar, or who this the onhave guide filmthe already controversy.has highlights already challenged Cherry beenAlthough it. usedHill In thebecauseCherry to situationshelp Hill, parentsof itsNew in innovative Tempe, Jerseyunderstand (seeArizona, response pagesthe background(highlighted to 25-35 the controversy for theirofin the case film)book study and and in anddifferent Cherry adapted Hill Y Racial! a 0 As a whole class, come up with a working followingMacula=BEFOREdefinition activities: ofVIEWING "censorship" Queationa and "banning." ThenA. Have do onestudentsand or both form ofActivitiea pairsthe and interview each other on their opinions about book banning and censorship in B. For a more extensive project,studentsbeschools. removed students Eachobject from can student to investigatea book?school's should After therequired have the school interviews,a turn reading community's as an studentslist interviewer or opinions library? can toreport onWhat ask book thequestions do banning responses you think such and aas censorship. as,school part When, of should a wholeif ever, do class shouldif parents discussion. a book or aboutthelibrarians,In teams, response what students and they to other haveany can challengesstudents, discovered. interview and todifferent thefind curriculum out segments what they in ofthe think,the past. community, what Students policies such might are as alreadythen parents, write in teachers, newsplace, articles and administrators, what or editorialshas been AFTERstudentsDuring VIEWING Twain's to research lifetime how the Twain complaints reacted brought to the criticismsagainst the of bookhis book. were Then different ask studentsfrom the chargesto imagine brought that Twain today. is Ask 0.4 ® In response to David Bradley's statementessay,still (seeread alive. page orthat roleHow have2!), play. would ask "asked students he respondquestions to think to people charges of other don't that works want the bookofto literaturehave is racist? asked" they Have but have made students the readerpresent care their about responses those inquestions a letter, DoHavethosethrough students thequestions the class characters.agree discuss might or disagree beand Ask difficult summarize students with or her? unsettling, to the writeDoes story anthe and of essay filmKathy how portray tothe Monteiro describe characters her fairly?and the her madework, Ms. complaint Monteiro whatthem questionscare to went the about Tempe, on they tothose sue thinkArizona, questions.the it school posed, school district. why board. debated.ThefurtherAsk studentsargument research, In the to overfilm,take students whatparenton the shouldcan Kathyrole conduct of be Monteirothe taughtthe judgean Internet notes, in theofficial "Whosearchcase canon andput to togetherfindwrite of literatureout a decisionmore these everyabout lists based ofstudentwhat classic on actually the should literature?information happened knowis If in black still theto her hotly film.people lawsuit. For towere similaritiesInternetconsider involved, at this www.modernlibrary.com.and ifstatement Nativedifferences? American using Should the and Modern required Haveother Library'speoplestudents reading 'were selectioncompare lists involved', be multicultural? ofthis the listwe "ioo towould theirbest Why? haveownnovels," What requiredquite which would a different reading students make list." list.them can WhatAsk so?find students are Haveon thethe students work in,1. teams to devise their own list of the most important novels. What are their criteria? 32 cultures,Controveray and how to raise awareness at of the Che perspectives of cherryminorities Latino,AHill, suburb inNew aor place that Asian.Jersey, was Where Cherry isnearly a middle-classuntil Hill,all-white recently, like manyincommunity minoritythe communities,early 198os;located acrosshas grappled the Delaware with issues River of from how Philadelphia.to integrate different Hill 20 percent of its population is now African American, thetoInissues read1995, book were Adventures several was only controversial, African something of Huckleberry American tonor read had students Finnabout they in innoted class.in the the newspaper.the BeforeCherry over assigningHill high schoolsit, some complained of their teachers to their had parents not mentioned about having that 200 instances of the word nigger in the novel. As a result, wouldwasTheaccording timeparentsnervously to to act. ofone thesesnicker If African nothing students, or Americanturn changed, longaround frustrated student,one and parent stare no with said,oneat the the was "we African lack prepared knew of multiculturalAmerican we'd for havethe powerstudents a firestormcontent of whenthe in on wordthe the our district's wordin hands." class. was curricula, White read aloud.students felt it The Curriculum Afterfromany other thea formal list communities or complaint ignoring have the was complaints, responded lodged with tobut theconcerns Cherry Board Hillaboutof Education eventually the book in decided being1996, racistparents, upon by a teachers,differenteither removing students,approach. it and .A4wayadministratorsenrichand to literary teach the study the context. came book of thetogether Thethat book wouldcurriculum whilein several satisfy still uses preserving everyone.emotional additional its Whatmeetings materials,integrity resulted and as such aisparticipated novel. a as curriculum slave narratives in overthat puts a and year Huck other of dialogueFinn period into documents, to an find historical a to TeachinginTheNOTE Huck full curriculumFinn Guide, in Context: which is available also A communityEveryone agrees and thatthe schoolsthe controversy is "one broughtof the best their things community that came together: out of the this," strengthened says the relationshipsame parent between who worried the minority at includesalsocontroversy.study order ofa morethe the CherryEducators detailed Hill case can Huck Finn The"afirst win-win curriculumthat there for wouldeveryone." was written be a "firestorm." by Matt Carr It is,and says Sandy Assistant Forchion, Superintendent two Cherry Hillof Curriculum East High Schooland Instruction English teachers,Richard Levy,in AdventuresatheCouraepack, video of "Born ot which to Trouble:includes Huck Finn teachingHuckleberry guide, AmericantheyVillanovaconsultation provided history. University. with readings The a team trainingAssembled and of expertsa istraining now by inProfessor required Africanfor teachers Maghanfor and teachers Africanabout Keita, Huckwho American and choose Finn, including history,the to teachliterature Professors and Huck 19th-century of Finn.Larry the period, Little literature, andracism, Crystal andfrom Lucky, African nearby classroomcompanionFinn,"ordering use readingsinformation). (see page cleared 39 for for and a copy of all the -J r- modelactivities.WGBH for has Anteaching adapted outline controversial the of thecurriculum curriculum literature. developed is included by Cherry in this Hillguide and (see added pages additional 26-35). Educatorsdiscussion can questions, use the resources,outline as aand 55 Teaching Huck Finn inThe Context CherryThisthat Hill "the objection Minority prejudicial is Civic shared effect Association by of most the ofracial officially the characterizationschallenges objected brought to Adventures outweighs against ob the Huckleberry book since Finn any literary value that the book might have." 1957 when the NAACP charged on the grounds Thethat curriculum the book thatcontained follows "racial was written slurs" andto respond "belittling to this racial objection. designations." It seeks to frame the debate, ask i students to think taught,teachersintocritically six suchsections, will about asrecognize satire,it, each and voice,designedhelp that themmuch and to characterto oflast see the from the curriculum development, novel two days in dealsa toricher twobut with historicalconsideredweeks, the aspects depending and from ofcultural Huck context.Finn that The have curriculum a slightly differenton the point needs of of view. the class. Most English been traditionally is divided of completeandWatchingit to the show controversy. setthe throughout offilm companion "Born You the to may entire Trouble:readings, want Huck Adventure!.to plus showFinn the unit.the video obfilm (See Huckleberry"Born in page its to entirety Trouble.") Finn" during is As Section I 39 to order the Huck Finn Coursepack which contains a an ideal way to engage studentsyou wouldin the bookwith any film, be sure to preview or you may want to seleCt portions it before you show it to students. surroundingVarious accounts Huck ofFinn the controversies * _c..t th e car NAAcp - .DPA" 4Nriabei %virtu muse schools Aster: effect at Ws to tem lav* IteBseaavit! ntbozee racialcit. a! settcan &c: children ateesseeeT" dated. 02 lbft.. some &teen has and to elterlow0611 1,..o.t.eotint" endedquit in " HUCKLEBERRY FINN." dtem:levele fine g.f,.102 this nInlb" la fess be teres:rebniddrop few 'Hucksem%an race.abeetslate, irratem nun districtsaintonrcnadsar naves thedialagne to upapclo SpecialMark DispatchTwain's to Lastthe Globe-Democrat. Book Excluded from a Public Library. d- -But as fei Feaaatitti A- way 94t5 aU decidedPublic Library to.exclude CommitteeCONCORD, from the has MASS., shelves Unanimously March of that 16.--Tne Concord 111115 l% public Libra- al berry mIttee:,Institution / While Mark I Twain's do not wish new tobook, state "Iluckle- it as my -n." Said ono member of the core- c;1,.0 kiebe "le Asv,. as RK 'week of ks,1-t49-ufi1.0D73,,_1 Thus Brookir inopinion its tone, that stibit the bookseems is to absolutely me that It Immoralcontains high }'or , s opine fexibeolioas arrYs Pint,' flutes of F°I.k she°Ill "o sa'adrejudice 26 .4 3 ries tiod Aga ti)st in Tawing 74644 Of 'Mem' edlyauthor'sverybut very meetcoarse reputation little with type. humor,severe The criticism.andbook that would little undoubt is of H it were not for 1 regard ill' friendpop:. .00k.t°77,1cause :ore: sch °oh AeR,_ assi.,_ Whiel, niagaePsPadeoirunbi,oarY and reiar rem, New or for tholPtiishitit an ofi- the;;;is book -nY owed the one book."p au.018 BEST COPY AVAILABLE Pub"' Libra"" Tapp '1 have examined the book and my obj, " the veriest tresh." Another member sal . T. Nit River '2130 alone ces or .e ,Ni._ boy .i.ang the rained be dusk e was _ ant c"traet iin,.._ 6-7 byentiretyisNote:Curriculum designed the You beginning during may so Sectionsthatchoose of SectionSectionStructure to I andassign I III.andII, and Thethe II can thenreadingcompanion be bring used of the forreadings finished pre-reading providebook toactivities, class.important Students or backgroundyou can should have haveinformation students completed read and the other book, however, Huck Finn according to your classroom schedule and needs. This curriculum Huck Finn content. in its historyExploringSECTION of the ControversyIcontroversy andis suggested suggests as ways a starting of working point with before the the repeated book is use assigned. of the wordIt introduces students nigger. to the studentscharacter.BehindSECTION the have By MaskExploringII looking a lens throughat the Stereotypes historical which to roots evaluate further of racism addresses Jim when as well chargesthey as meet plantation that him Jim in stereotypes isthe morea novel. stereotype such than as "Mammy" and "Sambo," a fully realized primarybeTheSECTIONS familiar Development character, withcharacter III AND of not Character IVjust development, as ina foilHuck for Finn language,Huck. and Whether The satire, Novel Jim irony, as or Satire Huckpoint deal ofis theview, with true andissues hero authorial English of the intent. novelteachers Jimis also will is examined alreadyexplored. as a Twain'sReclaimingandSECTION to portrayal recognize the V SelfThe of the America's legacyLegacy of "peculiarof slavery Slavery today.institution." asks studentsStudents tolook look back at the at thesystem novel of inslavery a new through context, slave and thinknarratives again about novelareFinalSECTION asked Projectsitself. to VI document presents theira variety knowledge, of culminating analyze activities. how they Through feel about writing, the controversy, oral presentation, and explore and role the playing,meaning students of the 27 4 II/ P71mveraY-. frStiggestedl.erigfh:41daya issues, it will help motivate students to become engagedThis inunitaboutso the theyis material. central issues are prepared tosuch a study as racism,for of the Huck racialcensorship, Finn. issues It gives andthey intellectual necessarywill encounter. background freedom. Using And, beforethe readings,because students the the beginunit class connects reading explores theto questions contemporary book MarktheadditionalAt thisnovel Twain time takes historical andyou place. Abricanmay information alsoA goodAmerican want source to about introduceVoiced for post-Reconstruction information (New students York: isto Oxford chapter Mark America, UniversityTwain four in with asShelley Press,well biographical as 1993).Fisher the turbulent Fishkin's information, 184os book inandWaa Missouri, provide Huck Black? where usethatisRacism key thethe to chartisclass appreciating obviously toupdates re-examine a andthroughoutcomplex understanding their and thinking.the difficult reading Huck subject. ofFinn. the Youbook.Although may As want theirteachers tounderstanding create may afeel Know/Want uncomfortable of the issues to Know/Learned discussingdeepens, students the (KWL) topic, can chartit TopreviewHuckof begin the Finnword the that indialogue, niggerdiscussion Context: in have the A by Teachingbook theincluding class and Guide.) tryset the toground topic establish Although here. rules. aYou definitionstereotypes(For may a more also of are in-depthwantracism. discussed to chooseDecide treatment in the selectionshow nextof you this section, want fromissue, tobooks you seehandle maypage such thewant 39 as use toWhy to order Phillips(Urbana,educatorsAre All the(New IL: on Black NCTE, racismYork: Kids 1999) Teachersinclude Sitting and Teaching CollegeTogetherTeaching/Learning Press, for in thea Tolerant1997). Cafeteria? Anti-Racism: World, by Beverly Grades A Developmental Tatum 9-12, (Newedited Approach York: by Carol Harper by Danks Louise Collins, and Derman-Sparks Leatrice1997). Resources Rabinsky and C.B.for COMPANIONHenry, Peaches. READINGS "The Struggle for FOR Tolerance: EDUCATORS Race and Censorship in Jordan,additionalHuckleberry Winthrop. essays Finn, "First from Impressions" this book.) in edited by James Leonard et al, Durham, NC: Duke University Press, 1992, pp. 25-48. (You may want to use Huck Finn" in Satire or Evasion? Black Perspectives on New York:1992,Powell, Oxford pp. Thomas. 1-5. University "The Press, Subject 1993, of Racism" pp. 3-25. in The White Man's Burden:The Persistence Historical of Origins Racism of in Racism America. in the United States. Lanham, MD: University Press of America, Johnson,COMPANIONHistorical Claudia Documents. Durst. READINGS FOR STUDENTS Westport,Understanding CT: Greenwood Adventures Press, of 1996, Huckleberry pp. 29-45. Finn: Additional A Student selections Casebook from thisof Issues, book may Sources, also be and useful. - 61 2. 4 0 responsessinceUsingSection itthe was film,from published.I: your defenders.Activities library, For eachand the challenge, Web, construct the timeline a timeline might thatinclude shows a quote the different from a detractorchallenges of the novel, as well as Huck Finn has faced 0 Using the film and/or additional research, conveytoahave posterlet childrenstudents it fromcorrectly. readthat choose point Havethe onebook. of students viewfor of Remind the challengespresent instance, students their asmade postersthatif created againstthey and don't by thebackground the have book Brooklyn to and agree research design Public with toLibrarythe the point class. in of 1907 view warning they portray, parents just not Suggested length: 2-7 days Section II: Behind the Mask exploring StereotypesInstudentsne this of the section, willmajor come students criticisms away explore from of the the book meaning with an of imagestereotypes of him and as silly,their superstitious,historical roots obedient, through theand correspondence passive. Huck Finn has been that the character of Jim is only a racist stereotype and that slavesof theInThomas addition mask." 0are portrayedJefferson toThese looking selectionsandin theat Benjamin plantation novel, offer students Banneker. opportunitiesstereotypes read poems such to discuss asby "Sambo"Paul how Laurence the and "mask" "Nat" Dunbar canand and alsoexamining Langston be a form how Hughes of Jim resistance. and to gothe "behind other oftoStudents stereotypes,clarify that(and the parents) and goal therefore of may this feel sectionmore that critically identifyingis to recognize examine and discussing thehow historical Twain stereotypes uses roots those as well onlystereotypes as serves contemporary toin reinforce manifestations them. It's important Huck Finn. informationenslavedofBefore the history examining and about andbrought thenegativeculture Middle to America. of African AfricanPassage. AmericanThe Americans Youoriginal may stereotypes, Cherry bywant looking to Hill assess it's curriculumat usefulthe students' rich to andbrieflyhelp prior varied students covered knowledge heritage develop the cultureonof aAfricansthese deeper of subjects,West beforeunderstanding Africa andthey and consult were JohnandTwoor team textbook goodW. withBlassingame sources acontaining history to consult(New teacher overviews York: are in AfricanOxfordorder and excerpts,to UniversityAmerican develop and aLiteraturePress, lessonThe Slave1979). plan (New Community: Seethat York: alsowould Holt, page Plantationprovide Rinehart 36 of adequatethis Lifeand guide in Winston, the backgroundfor Antebellum other 1992), suggested knowledge.an South anthology books.by 62. 63 Section II: Activities television, and advertising today. What are the (i) Ask students to consider portrayals commonAnHave Interpretive students stereotypes? researchHistory of How are these stereotypesthe topic Blacksthrough in booksAmerican Films of African Americans in movies, such as Donaldrelated(New Bogle's toYork: earlier Continuum slave Publishing draw a political cartoon, or create a Toms, Coons, stereotypes?Mulattoes, Have new stereotypes Company, 1998), magazine pictorial collage that Mammies, and Bucks: arisen as well?articles, and -2 theAfterdetails Web.essay, reading whatThen drawing, theyhave the Dunbar foundorthem and dramatic reading. andwrite Hughes a letter poems, to the ask editor,their commentary. students to explain how the poems reflect or reveal the "mask" in an . "We COMPANION READINGS FOR EDUCATORS AND STUDENTS py . wear the.' .mask t. "I' StereotypedNote: The poems belovir May be found in various anthologies. . 4 Dunbar, Paul Laurence. "We Wear the Mask" in Crossing the Danger Water: Three Hundred Years of t t >> that. '7,grins..4.and le sr 1- 1.,.,,t... , African-AmericanLexington,Fox-Genovese, MA: Writing, D.C.Elizabeth. Heath edited "Slave& Co., by Women"1993,Deirdre pp. in Slavery in 166-169.American Mullane. New York Doubleday, 1993, p.35o. Society, edited by Lawrence Goodheart. ....-1 ,... It.thzdes our .4".1r ' .... er.,,4.',...: ,) Hughes, Langston. "Minstrel Man" in Children of Promise: African-American Publishers, 1991, p.36. Literature and Art for il :: 41 Young People, edited by Charles Sullivan, New York Harry A. Abrams 4 I , -2, ,A 3 4 - l ,,,An.v4s: - :st 4. _ Jordan,United Winthrop. States. New "First York: Impressions." Oxford University Press, 1974, Pp. 3-25. in The White Man's Burden: Historical Origins of Racism in the i our -::eye s' sale- '-i ... , Thi s,_. debt 0.i 2 ( i.-,' 1, d N Dudley,Historical William, ed. Roots "Foreword," "Introduction," and "A Founding Father's Diego: Greenhaven Press, 1997, pp. 9-34. View on Race" in African 1, 7 ! 11-, ,.' e pay Americans. Opposing Viewpoints. San t ' ' - i-, . '40 4! r.c1 ri e smile, f`-1-1' 1 , ) r 7t1 / c:N from "We Wear the Mask" 64we bY Paul Laurence.Dunbar.(037g906) BEST COPY AVAILABLE 65 Suggested length: 7-to days Section III: The Development ob CharacterThe in conventional aconsidersHuck new paradigm. Jim Finnapproach only Professor in to relation teaching Maghan to Huck Keita and explains,his moral "I growth. ask people In this to section,do a juxtaposition students are when asked confronting to consider Jim. Huck Finn assumes that Huck is the hero and center of the story, and ThishethisTake humanize booksection for a is moment about?asks Huck? students the HowHow notion iscan to it examinethat Huckthat heaHuck rise whoslave to is heroic notJim and the and proportionsa central 'nigger'representsHuck arecharacter, withoutand how butJim? allthey Jim the Jim change is. best teaches How qualities one does him another this howin thechange tobefore bookbe a notions consideringheroand how of whatdoes onInother is orderthe the issues 184os, trueto understand inhero particularly the of novel. the the book. Discussionthe environment conflict questionsover in,which slavery can Jim that explore and would Huck the eventually lived,concept students oflead the to hero,may the needCivilcharacter War.background analysis,You may information andwant who to use (youngbyyoungto Timothy provide adult Oxford J. history aPaulson Historybrief books overview (New of suchAfrican York: asof ChelseaAmericanatheDays era. of Sorrow,House series) Publishers, Years by Deborahof Glory 1994) 1831-1850 White or Let (New My (MilestonesPeople York: Go:Oxford Africanin University Americans Press, 1804-1860 1995) Black American History series) TwainMark Twain admired and and John may Lewis have a beenservant a model whom for Jim Note:COMPANION You may also READINGS want to use additional FOR EDUCATORSessays from these sources.AND STUDENTS OxfordMorrison,FinnCox, editedJames University Toni. by M. Harold "Introduction""A Press, Hard Bloom. 1996.Book New into The Take" York: Oxford inChelsea Modern Mark House Twain,Critical Publishers, edited Interpretations by 1986,Shelly pp. ofFisher Adventures87-108. Fishldn. of New Hocideberry York: HuckleberrySmith, David Finn L "Huck, edited Jim. by Jamesand American Leonard Racial et al. Durham,Discourse" NC: in DukeSatire University or Evasion? Press, Black t99z, Perspectives pp. iokuo. on 66 6 HaveSectionwithPhelpsquestions student the Farm, class they'dIII: volunteers ornew havingActivitieslike insights to roleplay haveHuck ot- thecomment observations Jim characters and onHuck. his they feelingsLet have answersuch as asking Jim how he felt when he was "enslaved" the class pose as reportersaboutfor Marythe at characters.a Janeandpress conference. then conduct Have the interview. Afterward, them listagain on explore 2, Ask students to consider Maghan Keita'ssmallanswer.Have suggestion groups.students You may defend that want Jim, their to not hold answer Huck, a forum isin the or formtown of an essay, meeting where students can present their opinions citing specific passages from the book to support the central character. Do they agree or disagree? individually or in their Suggested length: 7-14 days Section IV: The Novel as SatireThis sectionrebuketraditionally of the the slaveholding lookedcurriculum at the focusessociety novel. of onStudents Huck Huck Finn. Finn explore Here as satirea what students a satire are is, lens through whichasked most to thinkEnglish about teachers Twain's andhave satire how Twainand the uses this form to ridicule and author'sReviewand how, intent with why, thein andterms class by of thewhom, the meaning controversy. the word of satire nigger Discussion and is used.irony topics and how they differ. You may alsoinclude have studentswhether orread not literary Twain is speaking through Huck. ViewswantcriticismSelection, to Book, use which theeditedby Haroldexploresfollowing by ThomasBloom thisbooks: (Newtopic M. Mark Inge inYork: relationTwain's (Frederick, Chelsea to Huck House MD: Finn.University Adventures of Huckleberry Finn: A Bloom's Notes Contemporary Publishers, 1996), and Huck Finn among theIn Critics: addition A toCentennial the essays notedPublications below, you mayof America, also 1985). Literary HuckleberryHoffman,COMPANION Michael Finn edited J.READINGS "Huck's by Harold Ironic FORBloom. Circle" EDUCATORS Newin Modern York: ChelseaCritical AND House Publishers, Interpretations of Adventures of STUDENTS 1986, pp. 31-44. mayHuckleberryMarx. want Leo. to "Mr. Finnuse Eliot, otheredited Mr. selections by Trilling, Laurie fromandChampion. Huckleberrythis New York:Finn" Greenwood in Press, i991, pp. book.). 6 9 The Critical Response to Mark Twain's 50-60. (Note: you histwo-sentenceaskHowSection message students is using IV: outright.satiretomessage. find Activities different a Insection Discusswhat from waysof withHuck delivering do students Finnthey thinkthatan how overt they Twain's and message?think why approach is what particularly After Twain is exploringmore did satirical effectivein Huck the and meaning than summarize a direct of irony it in a one- or Finn is different from delivering one? In what and satire, 2 Bring in or have students bring in somethingwaysHowor an do can episode they fromyou think tell? ofpopular Theit's How less Simpaona, cultureis effective?he or thatshe for employs usinginstance). satire? satire What Now to is makeask the studentswriter's its point point to (a answer comic those strip same questions of view about the society he or she satirizes? about Huck Finn. asYoumostfirst similar might presented. effective targetsthen have use ofIn thereporting ofstudents satire. authors' backform satires, tosmall the methods groupsclass, each and of satirizing, findgroup as mightmany or even alsosimilarities reactionsidentify as the they scene can inbetween each work the theytwo find to from the public when the piece was works, such be the Section V: Reclaiming the Se IliThe LegacyEnding theoffessential Huck Slavery Finn to teaching unit with Huck a look Finn at slavein a fuller narratives context. and Students an examination who may ofnot the have legacy studied of slavery slavery today in other is classes Suggested length: 7-14 days ClassicDouglass'sslaves lived, Slave Narrative and Narratives, the variedof the edited Lifeways byof in FrederickHenry which Louis they Douglass, Gates,resisted Jr. you these (New may conditions. York: want Mentor, towill substitute [Althoughbetter 1987), understand it suchwithwe suggest otheras Harriet Twain's readings reading Jacobs' account from Frederick The of slavery as fiction. They will also examine the conditions under which Incidents narratives.in thehelpless,the impactLife of Thisbut aand Slave as provides powerstrong Gir1.1 of anda fictionStudentsgood defiant. opportunityversus will Students thus nonfiction. toend mayreview their re-evaluate studyTwain's of the goalsJim book in in a writinglesswith anfavorable the image novel oflight andslaves after the notreading difference as passive other slaveor between theTheEcumenism,you importance original may want Cherry Liberation, ofto folkconsult Hill religion curriculum and the Black followingand Theologysuggestssuperstition sources: bythat James and "Blackstudents their H. Religious Cone place will more(Maryknoll, in African fully appreciate NY: American Orbis Books. Jim's culture. character1999). To addand if this"Conjure" to by Thought in America, Part I: Origins" in Speaking the Truth: they understand the section. Albert Raboteau in Slavery in American Society, edited by Lawrence Goodheart (Lexington, MA: D.C. Heath 6 Company, 7 0 1993). 7 1 33 includeandThe "Forsuggested whether My People" poems or not to will examine help make the issue some of of resistance the themes and in this unit clearer. Have students Huck Finn contains a realistic portrayal of slave life, the resistance of oppressed people, what as evidence of the legacy of slavery. Discussion topics read "If We Must Die" AdditionalThefreedom topics backgroundinmeant this sectionto Jim may andare also complexto Huck, be provided and richwho by enough theusing true books to hero be aboutstudiedof the Africannovel American on their own for much longeris. than two weeks. history and films such as the PBS toseries team teach a lesson with a history teacher about life under slavery.Atricane, in America (for more information visit the Web site COMPANIONat www.pbs.org/africansinamerica). READINGS FOR EDUCATORS AND STUDENTS You may want AmericanDunbar,Note: the Paul poemsWriting, Laurence. may edited be "Sympathy"foundby Deirdre in various Mullane. in Crossing anthologies. New the York: Danger Anchor Water. Books, Three Hundred Years of African 1993, p. 351. forMcCay,Harper, Young People, Claude.Frances edited "IfW. We The by Must CharlesSlave Die" Auction" Sullivan.in Crossing in New Children the York: Danger ofHarry Promise: Water. A. Abrams, ThreeAfrican Inc.,Hundred American Years Literature of African and Art 1991, p. 4o. SlaveryMintz,American Steven. edited Writing, by "Introduction" Steven edited Mintz. by Deirdreand Revised "Conditions Mullane. edition. ofSt.New Life" James, York in African NY:Anchor Brandywine American Books, Press, Voices: The Life Cycle of 1993, p. 467. 1993, pp. 1-28 and pp. 69-83. YoungWalker,Dubuque,Salem, People, Dorothy Margaret. IA: Kendall/Hunt,edited C. "Slave"For by Charles My 1997. Resistance" People" pp.Sullivan. 116-12.4. in inChildren NewThe Journey:York of Promise:Harry A HistoryA. AbramsInc.,i991, African of the American African American Literature Experience. and Art for p.99. readwhatToSection bridge Jim might a reading V: want Activity of to Frederick say to Douglass Douglass if he (or read other his slaveHuck autobiography narratives)Finn. andwith what Douglass Have them write an exchange of letters or role play a dialogue between the your study of Huck Finn,might want to say to Jim if he two. have students imagine '72 BEST COPY AVAILABLE 73 SeetLon VI: Final Projecta (1.4.% Some people feel that race relations inChoose AmericanewspaperHow does one today orit and relate more are magazine still toof reading theseinfluenced articles, culminating by music the legacyactivities lyrics, of poems, slavery.to wrap excerpts Whatup the is fromunit: that books,legacy? artwork, etc. that they believe in some Huck Finn? Throughout the unit, have students individually or in small groups collect multimediawayIs expressesor isn't presentation how America on their is still findings, affected or theyby slavery can create today. a At"book" the end in which of the these unit, findingsstudents are can collected either doHuck and a short annotated.Finn oral or racist? Does reading Huck Finn help or harm race relations? Have students stage a mock trial with believethiswhichthe book question contains might or Mark inadd a Twaina detailed talkto the asshow conversation. thelesson defendant.format plan featuring on (You staging may Huck, aalso trial, Jim,want developed Twain, to visit theand by Web teacheranyone site, vvww.ilstu.edu/depts/labschl/ep/vol3/twain.html,Dianeelsereal Walker.) or imagined, Students living could or also deadthey explore it\ What does David Bradley mean in the quoteactivity,HaveMark below Twain'sstudentshave about students editor write the ending'of andaactually scene write rewriteor him a "treatment" a letterthe ending, explaining for anda new whycompare movie and howortheir novel, he versions should set in to changecontemporary the original.) the ending. times, (To in extendwhich Huck this Huck Finn? Ask students to imagine they are (-1-\ 5 Using the film, the library, andjourney andtheTempe, Web,Jim take meet haveArizona,place? and students become school review board, friends. the as Who showncase would of in Kathy the they "Born Monteiro be today?to Trouble: and What her Adventurea wouldcomplaint their toissues the be? Where would their ob Huckleberry Finn" film. Do they agree andthatargueor disagree administrators.might either come with for orfromher? against differentLet groups teaching members or individualthe novel of the instudents community, the school prepare includingcurriculum. a presentation parents, Remind teachers, tostudents a Board religious to of anticipate Education leaders, the in students, objectionswhich they ending'"[Criticsending. haven't]ending 'America as been hehas did:able never Americato suggest has muchnever less been writea able tobetter write a better They failed for the same reason that Twain Wrote the to write any ending at all." '1' 4 been Writer David Bracilii. 'Born to Trouble.' 75 ExecutiveProfessorMark Twain JohnCoordinator Circle Bird of America AdventuresInand addition books ob onto Huckleberry Markthe curriculum Twain Finn. and Arac. Jonathan. Huckleberry Kaplan, Justin. Mr. Clemens and MarkRe6ourcea Twain House ARockWinthropEnglish scholarly Hill, Department SC University group 29733 devoted to somereadings, of these you selected may want titles. to use Time.FunctionsFinnUniversityBodo as Madison. Idol of andof Criticism WisconsinWI: Target: The in The Press,Our Sundquist,biographyandMark Schuster, Twain. of Eric. NewMark 1991. To York: Twain. WakeA well-known Simon the (86o)Hartford,351 Farmington 247-0998 CT 06105 Avenue theNationalTwain Advancement studies. Association of Colored for Man?"ArticlesRole"EJ Forum:English Model, Mark JournalStereotype, Twain's Jim:Invisible Mickhistory1997. Finn An and examination controversy. scholarship of ofthe the Cambridge.ofNations: 1993.American How Race MA: Literature.black inBelknap the and Making white Press, locatedmuseumThewww.hartnet.org/twain Mark in and Twainthe research 19-room House center mansionis a (4io)Baltimore,4805People 358-8900 Mt. (NAACP) HopeMD 21215 Drive characterdevoted(November to of 1993).the Jim. discussion An issue of the limUniversityHuckleberryChadwick-Joshua. Dilemma: of Reading Finn.Mississippi Jocelyn.Jackson, Race Press, The inMI: Americanliterature literary forms tradition.a single museuminMarkthat Hartford, was Twain customoffers (SamuelConnecticut. tours built L. of forClemens) the The Awww.naacp.org civileducational,works rights to ensure organization social, the and political, that LiteraryReadingsFinnMorrow, and Companion on Lance.Censorship" Mark "HuckleberryTwain, to in teachingand1998.Doyno, presents Explores the Victor. book. rationales the Writing controversy for Huck http://xroads.virginia.edui-AmericanHYPER/wpa/wpahome.htmlWeb Slave a itea Narratives House,missionhishome family where whichof from the Twain is1874-1891.Mark on the livedTwain National withThe citizenseconomic in theequality United of States.minority overviewGreenhavenAmericanBruno Leone. of Authors, Press,the Sanbook 1996. editedDiego: and An by Finn:Press.UniversityProcess. Mark 1993. Twain'sPhiladelphia: of AnPennsylvania examination Creative of 1938)slavesContains of(documented the narratives nineteenth fromof formercentury. 1936- ,Registernation'sof of Markis Historicto foster Twaindefining Landmarks, an as appreciationcultural one of the Twain'sHuck:Smiley,the issues. Second Jane.'Masterpiece.'" "SayThoughts It Ain't Harper'son So. LightingFishkin.Twain's Shelleyliterary Out for styleFisher. the andTerritory: artistry. ofContainsmarktwain.miningco.comMark Twain's Twain complete works, Home asPage texts well of as some continuedfigures and relevance to demonstrate of his the article(January comparing 1996). A controversialHuck Finn AmericanOxfordReflections UniversityCulture. on Mark New Press. TwainYork: 1998. and A a linksanalysesbiographies, to other of censorship, literaryTwain sites.criticism. and resourcesextensionthework, Education life, 36and for Department times teacher Contact at YorkerA collection"Twainwith (June Uncle andz6 of 6Tom's His commentariesJuly Novel." 3,Cabin. 1995). The New presencelookFishkin. at who in Shelley contemporaryTwain Fisher.was and culture.Was his labschVep/vol3/twain.htmlhttp://vnvw.ilstu.edu.depts/The Trial ot Mark Twain , Mark Twain House Hartford CT Wallace,on Huck Finn.John. "Huckleberry African-AmericanHuckYork: Black? Oxford Mark University Voices. Twain Press.andNew developedEnglishstudents teacher this to do exercise Diane after Walkerfinishing for a Ig;t1 "a `P -a!o. p advocatedAnWashingtonFinn editorial is Offensive." that Poet,in which Huck April The WallaceFinn II, 1982. be Huckcontributedvoices,1994. Finn.How language, African to the andgenesisAmerican rhetoric of theprosecution,rolesunit procedure on (judge, Huck clerk,defense. Finn. of the jury, It trial, sets etc.) witnesses, as up and well the removed from schools. CentennialFinnInge.Frederick, AmongM. Thomas, Selection. MD:the Critics:ed.University Huck A fonim/twainweb/htmlweb.mit,edu/linguistics/www/Markas giving Twain teaching Forum tips. 76 A collectioncenturycritiques,Publications to of fromthe essaysof present. America.the nineteenth and 1985. 77 specialists.interestAn online to forum/newsTwain scholars group and of TheOrganizations following organizations Freedomnoi Wilson Forum Boulevard ofNational nnEnglish W. KenyonCouncil Road of Teachers Readings TheseGeneral organizations, moralityexpressionare concerned in contemporary and/or with issues freedom culture. of of TheArlington,lorivw.freedomforum.org(703) Freedom 528-080o VA 22203 Forum is dedicated Thiswww.ncte.org(800)Urbana. professional369-6283 IL Woe organization CensorshipFoundationAmericanNONFICTION Booksellers for and Free First Expression. forprovidebooks,Reapurcea teachers a and starting and Web students pointsites can Tarrytown.828AssociationAmerican S. Broadway BooksellersNY 10591 broadcasting,educationalresourcesto free press activities, include online and free services,conferences, publishing, speech. 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Public Library Library PAGE 36 PhotographPAGE of Mark 21 Twain's Water imageHouse: courtesy The Mark of LisaTwain Abitbol PAGE 22 Illustration of Huck for the first AmericanPAGE 31 Mark Twain and John Lewis: The Mark PAGE 27 Map PrintLisaDeborah AbitbolProduction Paddock DepartmentDr. Lawrence of Little History/ NewtonAshleySpecial Cochran South thanks High to: School. MA Cunningham/WGBH.CollectionHouse. Hartford. CT INSIDE BACK COVER Mural by Jose "Nuke" Montalvo. North Hollywood. PAGE 37 Librarian and children: Brooklyn Public Library Brooklyn CA: tee CULTUREExecutiveMark Hoffman SHOCK Producer AfricanaDepartmentDr. Crystal Studies J. of Lucky English/ NancyNewtonMarshall O'Malley South Cohen High School, MA AMP 84 Jill Janows Africana Studies 85 BostonSnowdenKathy Latin Osol High School. MA I. 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