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Adventures of Huckleberry Finn A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF MARK TWAIN’S ADVENTURES OF HUCKLEBERRY FINN BY JANE SHLENSKY UNIVERSITY OF NORTH CAROLINA AT GREENSBORO SERIE S E DITOR S : JEANNE M. McGLINN and JAMES E. McGLINN BOTH AT UNIVERSITY OF NORTH CAROLINA AT ASHEVILLE 2 A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn TABLE OF CONTENTS Introduction ...........................................................................................................3 About this Teacher’s Guide .....................................................................................4 List of Characters ...................................................................................................4 Synopsis of the Novel .............................................................................................6 Teaching Huck Finn ..............................................................................................7 Pre-reading Activities ......................................................................................7 During Reading Activities .............................................................................18 After Reading Activities ................................................................................29 References .....................................................................................................35 About the Author of this Guide ...........................................................................36 About the Editors of this Guide ...........................................................................36 Free Teacher’s Guides ...........................................................................................38 Click on a Classic .................................................................................................39 Copyright © 2008 by Penguin Group (USA) For additional teacher’s guides, catalogs, and other resources, please visit www.penguin.com/educational or write to: PENGUIN GROUP (USA) INC. In Canada, write to: Academic Marketing Department PENGUIN BOOKS CANADA LTD. 375 Hudson Street Academic Sales New York, NY 10014-3657 90 Eglinton Ave. East, Ste. 700 http://www.penguin.com/academic Toronto, Ontario Canada M4P 2Y3 Printed in the United States of America A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn 3 INTRODUCTION A study of Mark Twain’s Adventures of Huckleberry Finn is an adventure in understanding changes in America itself. The book, at the center of American geography and consciousness, asks readers to reexamine definitions of “civilization” and freedom, right and wrong, social responsibility and inhumanity. Published in 1885, the novel recounts those pre-civil war days when the controversy over slavery, with designated slave and Free states, disfigured the face of America and its view of itself as a land of the free. Both geographically and otherwise, the story is an examination of life at the center: the center of America’s premiere river, the Mississippi in the middle of the geographical United States, with slave states below, free states above, which is the route toward freedom and escape for Huck and Jim; the center of one of the foremost conflicts on American soil, slavery, which soon results in a civil war; the center of the coming of age of both a young man and a nation that struggle to understand redefinitions of nationhood and freedom, right and wrong; and the center of a shift from Romanticism to Realism in art and letters that would provide for a new way for Americans to express—and re-create—themselves. The novel offers an excellent example of American picaresque fiction and meaningful use of dialect, although this dialect may be difficult reading for students for whom English is not a first language. Although the final chapters of the book seem rushed and rife with coincidence, the young picaro, Huck Finn, renders the story readable, convincing, and provocative. The work itself offers the reader so much more than a sequel to The Adventures of Tom Sawyer and the humor for which Twain is known; for in Huckleberry Finn’s voice—a voice as black as it is white and as poor and uneducated as it is honest— we are placed at the center of several controversies, both those within the novel and those of censorship that have surrounded the book since its publication. Often considered Twain’s masterpiece, it is not surprising perhaps that it took him some eight years to complete the manuscript, from 1876 to 1884, a period in which he wrote and published eight other works, including A Tramp Abroad, The Prince and the Pauper, and Life on the Mississippi, all of which contribute to the realism of characters and prose within Adventures of Huckleberry Finn. While the novel is not an easy one to teach or to read, it is a profoundly important work in American letters, calling for a sophisticated level of understanding of the difference between Huck’s narrative voice and Twain’s use of that voice. As Shelley Fishkin suggests in “Teaching Mark Twain’s Adventures of Huckleberry Finn,” “Mark Twain’s consciousness and awareness is larger than that of any of the characters of the novel… Huck is too innocent and ignorant to understand what’s wrong with his society and what’s right about his own transgressive behavior. Twain, on the other hand, knows the score.” Ralph Ellison, referenced in Fishkin’s article, agrees that some critics of the novel confuse the narrator with the author. Regardless of its detractors, the novel has stirred controversy since 1885, both as a commentary on American race relations, class divisions, and violence, and as an examination of humanity’s social responsibility attendant in its pursuit of freedom. Because it brings to the classroom discussions of race, conformity, slavery, freedom, autonomy and authority, and so much more, students and teachers must prepare to be open about these subjects and consider strategies to encourage honest and respectful debate. Despite censorship, the book has been published in over 100 editions in more than 53 languages around the world as both an American classic and a study of moral dilemmas facing all humankind. 4 A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s Adventures of Huckleberry Finn ABOUT THIS TEACHER’S GUIDE This guide has three primary sections to aid the teaching of Adventures of Huckleberry Finn: Pre-Reading, During the Reading, and After Reading the Novel. Pre-reading activities are designed to engage students with contexts, ideas, and themes necessary to their understanding of the text. A portion of the pre-reading suggestions include developing contexts for understanding the novel: historical, literary, musical, and artistic. Teachers may wish to discuss the novel’s dialect and censorship issues that surround it, so that students may be attuned to the language of the text. During Reading information and activities offer summaries, questions, quotations, and activities for each block of chapters. Teachers may use the questions and quotations for whole-class or small-group discussions, for individual writing, or group activities. After-Reading offers culminating activities to help students and teachers examine themes and larger questions presented by the novel as a whole, including projects, such as the use of films of Huck Finn and research activities teaching critical approaches to literature, an activity that raises the level of inquiry for all readings within the curriculum. Extended reading suggestions are embedded within the projects as a guide for teachers and more advanced students who would like to read more about this novel’s place in the American literary canon. LIST OF CHARACTERS Huck Finn, the hero, picaro, and narrator of the work, is a motherless boy, abused and kidnapped by his drunken father until he fakes his own death and runs away. It is Huck’s vision through which readers will see other characters and events of the novel and his resolution to the moral dilemmas with which he is faced. Jim, Miss Watson’s slave, runs away when he learns that he will be sold South and separated from his family. His goal is to journey up the Ohio River to free states where he will work and save money to purchase the freedom of his wife and family. Despite his plans to steal himself, Jim becomes Huck’s friend and parent figure on their adventures, and Huck resolves to go to hell rather than betray his friend’s trust. Tom Sawyer, Huck’s boyhood friend and foil, gives Huck access to complicated adventures found within the Romantic novels he reads and tries to recreate in his own lies and pretend adventures. Widow Douglas, the adoptive mother of Huck Finn, hopes to house, feed, teach, love, and educate him, effectively undoing the abuse and harsh upbringing of Pap Finn. Her method of parenting stands in sharp contrast to Pap’s and offers Huck a choice of lifestyles. Miss Watson, sister of Widow Douglas and owner of Jim, teaches Huck about religion and how to spell. Her teachings go largely unheeded. Pap Finn, Huck’s drunken father, kidnaps his son to procure his $6000, a sum safeguarded by Judge Thatcher. He teaches that religion and education can ruin a man by ‘sivilizing’ him, thereby interfering with his freedom. Still, Pap is not a free man himself, clear captive of alcohol, ignorance, prejudice, poverty, and violence. Judge Thatcher takes charge of Huck’s money to keep Pap from stealing it from him. A Teacher’s Guide to the Signet Classics Edition of Mark Twain’s
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