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A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF AND “” BY

BY bRUCe W. CaHoon TeACHer’S GuIDe 2 A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience”

Table of Contents Introduction...... 3 Synopsis of the ...... 4 Pre-Reading Activities...... 6 I. Activating Prior Knowledge and Interest...... 6 II. Building Background Knowledge about the Author...... 8 III. Building Background Knowledge in ...... 10 IV. Building Background Knowledge Through Initial Exploration of Themes...... 11 DURING READING ACTIVITIES...... 16 I. Analyzing through Group Response...... 16 II. Discussion Questions...... 17 AFTER READING ACTIVITIES...... 18 I. TOPICS FOR DISCUSSION AND ESSAYS...... 18 II. GROUP AND PROJECTS...... 19 ADDITIONAL READINGS...... 21 ABOUT THE AUTHOR OF THIS GUIDE...... 21 ABOUT THE EDITORS OF THIS GUIDE...... 21 FREE TEACHER’S GUIDES...... 23

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INTRODUCTION Henry David Thoreau’s essay “Civil Disobe- communicated the principle that people who dience,” first published in 1849 as “Resistance voluntarily disobey they consider unjust to Civil ,” is one of the most should be willing to endure the legal conse- important works in American history dealing quences of their action. Thoreau held that, if with the issue of the and responsibili- enough people resist injustice or if a single ties of the individual in relation to govern- individual ardently resists injustice, ment. Also known as “Of the Duty of Civil will be served. Thoreau did not invent the Disobedience,” perhaps in response to Wil- concept of nonviolent political ; this liam Paley’s “Of the Duty of Civil Obedience, principle has been employed many times as Stated in the Christian Scriptures” (Chap- throughout history, notably in the ter 4 in The Principles of Moral and Political of British goods before the American Revolu- ), the essay has influenced people tion. like Mohandas , King, The unjust and immoral act of the United Jr., and countless others. The essay has been States government that Thoreau was - used to legitimate efforts to peaceably protest, ing was the Mexican . Thoreau argued resist, or affect change in government that the war was intended to extend , that critics and dissenters consider to be an immoral practice, and the Mexican War unjust, and, at times, to change the govern- was an illegal war of aggression. The Ameri- ment completely. can people never would have agreed to it had Thoreau, one of writers they been asked. He goes a bit further, how- of the nineteenth century and a protégé of ever, stating that he does not agree with it, the leading Transcendentalist Ralph Waldo and so he should have the right to withhold Emerson, is best known for Walden, one of allegiance to by not paying a the foremost works of this period because of general like the poll tax. its emphasis on . This account of his “Civil Disobedience” can be a challenging two year stint living in the woods along the read for high school students due to its ram- shore of Walden in a cabin he built bling style. However, it is an excellent himself reflects the themes Thoreau expounds resource because of its importance in protest in “Civil Disobedience”—self-reliance and literature and also for the many historical . While not an obvious Tran- themes it presents. The essay can be compared scendental work, “Civil Disobedience” and contrasted to other works ranging from counters the Enlightenment emphasis on the “Declaration of Independence” to Martin reason. For Thoreau, and Luther King’s “Letter from a Birmingham moral sense trump any reasonable argument Jail” to recent protest movements such as the that government may provide for its actions. and the Tea Party Move- Extracted from a lecture series that Thoreau ment. Thoreau’s thesis can be argued from presented at the Lyceum in Concord, Massa- both liberal and conservative points of view. chusetts in 1848 entitled “The Rights and This guide strives to assist the classroom Duties of the Individual in Relation to Gov- teacher in managing the many themes ernment,” the essay has defined the concept imbedded in the text as well as providing of civil disobedience in the modern world. strategies to engage students’ interest and The example of Thoreau spending a single develop critical thinking skills. night in jail for nonpayment of a poll tax has 4 A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience”

SYNOPSIS OF THE ESSAY

Nature of Government Importance of In the opening of “Civil Disobedience,” Personal Conscience Thoreau expresses his opinion about govern- and Self Reliance ment, its nature and legitimacy. Thoreau Thoreau compares the issues of the day, the believes that government is an expedient that Mexican War and slavery, to the issues lead- is usually inexpedient, saying “government is ing up to the American and best which governs not at all” (p. 275). Tho- argues that the current situation is worse than reau argues that a standing government can it was in 1775. He calls for an end to slavery abuse and pervert the will of the people in the and the Mexican War, an unjust war of same way a standing army can abuse and aggression, even if it means the end of the pervert freedom. For evidence of this, he cites American . The “rule of expediency the Mexican War, claiming that the people does not apply” here; there is a higher would never have consented to it. Govern- that must be followed for justice to prevail. ment was the tool of a few interested people, Thoreau contrasts his ideas with those of a single man (James K. Polk) having bent it to William Paley (1743-1805), the controversial his will. Government does not accomplish Utilitarian thinker, who, according to Tho- anything; rather it is the character of the reau, defended expediency over justice. Tho- American people that gets things done, and reau then extends his critique of Paley to the people would do even more if government government of Massachusetts, claiming that didn’t get in the way. For example, govern- the merchants and farmers are more con- ment attempts to impede trade and com- cerned with profits than the plight of the merce by constantly putting up barriers. slaves or the injustice to . They are as Thoreau claims that he is not against govern- engaged in the slave system as the slavehold- ment but is calling for a better government. ers, and although many profess to Thoreau does not approve of , slavery and war, they do nothing. Their peti- saying such rule is not based on justice or tions and regrets are ineffectual as they wait individual conscience. For Thoreau, con- for someone else to step in and do something. takes precedence over law, claiming This he sees as dishonest and unpatriotic. the adverse effects of an “undue respect for Thoreau compares to “gaming,” argu- law” is reflected in the . He speculates ing that voting is ineffective because the voter as to whether military men act as free agents or has little at stake. He refers to the Republican are the subjects of manipulation by powerful then being held in Baltimore, people, thus acting not according to morality claiming that the delegates’ votes are mean- but expediency. These people are held up as ingless in the selection of a candidate for the good citizens, even though they do not, in presidency. Thoreau sees the process as simply Thoreau’s opinion, deserve respect. Thoreau confirming a back-room selection of a dema- believes that men best serve the when gogue which the delegates only rubber-stamp. they resist it according to conscience. In this Thoreau laments the demise of the true case, it is disgraceful to follow the state blindly American; the Americans who built the because the government supports slavery. have “dwindled into an Odd A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience” 5

Fellow[s]” who lack the exceptional qualities the State “half-witted,” and the people of their forebears. “Intellect and self-reliance” “underbred.” He claims to have lost all respect have given way to passivism and materialism. for the State because “the State never inten- To act as honest men, instead of conducting tionally confronts a man’s sense, intellectual as usual, they should withhold their or moral, but only his body, his senses. It is allegiance to the State. Instead of the State not armed with superior wit or honesty, but resolving to dissolve its union with the Fed- with superior physical strength” (p. 289). He eral Government, why do not defiantly issues a challenge as to who is stron- resolve to dissolve their union with the State? gest, those who adhere to higher laws or those They could do this by refusing to pay . who allow themselves to be manipulated. Thoreau argues that acting out of principle is Thoreau distances himself from having any ; it divides individuals within responsibility for the state of citing themselves because it separates “the diabolical the example of the acorn and chestnut, both in him from the divine” (p. 283). of which grow according to their own nature until one overshadows the other. Ideas about Thoreau goes on to describe his night in Civil Disobedience prison (actually the town lock-up) as rather pleasant. The cell is clean and bright, with Thoreau then asks, rhetorically, whether we two windows, and his cellmate is a relatively should obey unjust laws until we can change agreeable fellow. In his ruminations, he envi- them or should we “transgress them at once?” sions Concord as a medieval town with (p. 284). While many would wait until the knights and castles. He thinks he has never majority is persuaded, Thoreau argues that if really experienced his town before, and when complying with the law compels individuals he gets out of jail, he senses a distance to be complicit with evil, then they should between himself and the townspeople, a dis- break the law. Thoreau reasons that the State tance that is apparent in Walden. takes too much time to remedy injustice and lives are lost in the meantime. Thoreau then Thoreau explains what taxes he will pay. He argues that the itself is evil, and does not have a problem with paying utilitar- so the abolitionists should withdraw from the ian taxes such as for highways and schools, support of the government of Massachusetts. but refuses to pay general taxes since doing so Association with the State only compromises implies allegiance to the State. But, he con- the abolitionists’ moral stand. Thoreau says tinues, that if he were to go too far in his that an individual can meet the State head-on protest, “put my head deliberately into the in the form of the “tax-gatherer.” He argues fire” (p. 294), he would only get burned. He that if a thousand, a hundred, or just one realizes that his influence over other men is “HONEST” man would do this, slavery limited; he cannot expect to change the would be conquered. And, if this is done and nature of things, especially human nature. that man goes to jail, then “Under a govern- On the other hand, he cannot adopt a fatalist ment which imprisons any unjustly, the true attitude. Thoreau sees in himself an impulse place for a just man is also a prison” (p. 285). to conform to the laws of the land until the “tax-gatherer” comes around. The encounter When Thoreau is locked up for not paying with this representative of the State causes his poll tax, he concludes that he is actually him to consider his relationships with the freer than the townspeople and subject to a State and with the citizenry and discover higher law than the law of the State. He finds whether he should conform. 6 A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience”

What is Needed moral truth, but expediency. Webster is not a in Government leader but a follower since his leaders are the framers of the Constitution. Thoreau’s prob- Thoreau theorizes that he is different from lem with Webster is that, since the Constitu- most men, especially government men, tion made provision for slavery, Webster because these and are would allow slavery to stand. confined by their institutions, unaware of the natural world around them and, therefore, Thoreau claims that he is willing to submit to limited in their life experiences. They view government, but government “must have the the laws and the Constitution from a “lower sanction and ” (p. point of view” (p. 295). Legitimacy comes 297). Thoreau argues that the individual is a from something higher, man’s conscience higher power than the State and envisions a and man’s moral compass. Thoreau’s moral post-democratic State that will be just to all argument plays out in the example of Daniel men. Thoreau’s vision for government is one Webster who, according to Thoreau, is that is libertarian in nature, one that allows “always prudent.” But this bodes ill for the the individual complete freedom and choice long term because prudence supplants in his or her actions. For Thoreau, there is wisdom. As a , Webster’s truth is not only one threat to , the tyranny of government.

PRE-READING ACTIVITIES

These activities are designed to deepen stu- Ask students to analyze a series of statements dents’ background knowledge of history and (8 to 10 are sufficient), indicating if they to prepare them to explore the themes in agree or disagree with each statement. Thoreau’s essay. Then students can write about the statement to which they have the strongest reaction, I. Activating Prior positive or negative. Students can share their responses in small groups or as a Knowledge and Interest whole class. After reading and discussing 1. An Anticipation Guide taps into students’ the essay, students can return to the prior knowledge and raises expectations Anticipation Guide to determine whether and interest in the text. Thoreau is usually their opinions have changed and why. covered in units on , but Teachers can choose from the statements in “Civil Disobedience” can also be taught in the sample Anticipation Guide provided any unit that deals with the themes of the on the next page. essay, or any time it is appropriate to ask the question: “When, if ever, is it accept- able to disobey the law?” A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience” 7

PRE POST

The best way for government 1. to protect freedom and liberty is to do nothing.

Freedom is best protected by the 2. exercise of individual conscience.

There are higher laws than the 3. laws passed by .

There are “just” reasons 4. for a country to go to war.

Justice can only be served 5. by the complete of the individual. Before the , all northerners believed slavery 6. was wrong and all southerners believed slavery was right. It is sometimes acceptable 7. to disobey laws that are immoral or unjust.

The only way to change laws 8. is to disobey them.

Citizens should not have to 9. pay taxes that support actions they think are unjust.

To disobey unjust or immoral 10. laws is a duty of .

Democracy is the best 11. for protecting individual rights.

Capitalism is the best 12. for protecting individual rights.

The will of the majority should 13. prevail in law and . 8 A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience”

2. A Story Impression takes key words from Also, the Congress has just passed the text, arranging them in a vertical line the Fugitive Slave Act that requires in the left-hand column on the board, all citizens to turn in runaway smart board, or piece of paper. Individu- slaves. Would you defy the law to ally, students create a story using the key help your friend? words. Students can then compare their Students should write their reactions first creations to see what commonalities and then share with partners. Discuss as a occur and what their ideas suggest about whole group: What are the issues for this the text they are about to read. Some person? What are his/her obligations? suggested words for “Civil Disobedience” What is the role of individual conscience are: slavery, government, majority, jus- in this situation? Have you ever been in a tice, citizenship, revolution, , situation where you were faced with a conscience, higher law, individualism, similar choice? How did you react? allegiance, taxes, human nature, moral compass, . 4. Before reading the essay, ask students to brainstorm about the themes in “Civil 3. Ask students to consider the following Disobedience” using the following sen- Problem Situation, adapted from Mark tence: “Tell me anything that comes to Twain’s Huckleberry Finn: mind when I say ______.” Use the The year is 1851 and the place is a following words to complete the sen- small Missouri town on the Missis- tence: civil disobedience, slavery, justice, sippi River. You are an orphan who individualism, freedom, responsibility, was taken in and raised by two citizenship. Generate a list of students’ elderly women. They have been very responses on a large sheet of paper (or kind to you, raising you like their one sheet for each word) and display it in own son or daughter. They have also the classroom as students read the essay been very kind to their slave, Jim. so they can add to their initial associa- Aunt Polly and Miss Watson are tions and reflections. getting old and rely on Jim for After brainstorming, use a List-Group- almost all of the necessities of life. Label activity. Students, working in pairs, Jim cuts the firewood, hauls water, can group the list of terms generated in milks the cow, tends the garden, brainstorming according to their similar- and does all the things that are ity. Discuss with the class, given these needed to have a comfortable life. associations of words, what do they think You and Jim have grown up together “Civil Disobedience” will be about?” and are best friends, playing together, working together, and sharing your private secrets. You II. Building trust each other completely. One Background Knowledge day, Jim tells you he does not want about the Author to be a slave and plans to run away. He tells you he will get a boat and 1. Henry David Thoreau, born in 1817 in cross the Mississippi River to Illi- Concord, Massachusetts as David Henry nois, where there is no slavery. But Thoreau, was the third of four children. the current is strong and Jim needs His father, John, was a maker and your help to get across. What would his mother, Cynthia, was a housewife. As you do? Would you help your friend a child, Thoreau seems to have been a escape slavery at the expense of the loner, not particularly popular among his women who raised you, or would peers, awkward in social situations, and you tell them and foil Jim’s plans? rather difficult to get along with. These A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience” 9

qualities would stay with him throughout period in . The Tran- his life, his only lasting friendship being scendentalists, known as Romantics in with America’s leading transcendentalist, Europe, sought to transcend conven- . Thoreau met tional ways of knowing. The most promi- Emerson upon returning to Concord nent Transcendentalist, Ralph Waldo after graduation, the older Emerson Emerson, Thoreau’s mentor, believed in taking an interest in the promising gradu- the existence of a universal soul, an “over- ate and becoming his mentor. The two soul” that is common to all living beings. shared a contentious friendship for the Transcendentalism was not really a rest of Thoreau’s life. Emerson urged school of thought or a system of beliefs, Thoreau to publish his work, which he but an expression of , usually did starting in 1840. Thoreau occupied expressed in . It seemed vague and himself in various pursuits, including obscure to scholars and others at the teaching school, tutoring Emerson’s and time, but its optimism, its emphasis on others’ children, and working in his the individual, and its expression of free- father’s pencil factory. He lived in Emer- dom and independence were appealing son’s house from time to time, tutoring to Americans in the early . and doing the chores of a general handy- Transcendentalism held that a perfect man. But, anxious to concentrate on his spiritual state of being that transcends writing, Thoreau sought to buy a or the physical, empirical state can be move to the country, eventually building achieved through personal introspection a cabin on Emerson’s land that bordered and intuition rather than through reason. . At Walden, he composed Transcendentalist writing differs greatly his most celebrated work, Walden, or Life from the well-reasoned, argumentative in the Woods, as well as A Week on the writing of the Revolutionary Generation. Concord and Merrimack Rivers, and The first few sentences from Emerson’s “Resistance to Civil Government,” later essay “Self-Reliance” illustrate this point: known as “Civil Disobedience.” I read the other day some verses Have students go to the “Introduction” written by an eminent painter to the Signet Classics edition of Walden which were original and not con- and “Civil Disobedience” and transcen- ventional. The soul always hears an dentalism-legacy.tamu.edu/authors/tho- admonition in such lines, let the reau/ to research Thoreau’s life and make subject be what it may. The senti- two bubble maps, one that shows the ment they instill is of more value people who influenced his thinking and than any thought they may contain. writing and a second map to show the To believe your own thought, to people who were inspired by Thoreau’s believe that what is true for you in ideas. your private heart is true for all 2. Many students may identify with the men—that is genius. Speak your young David Henry Thoreau as someone latent conviction, and it shall be the who has trouble fitting in with peers. In a universal sense; for the inmost in reflective writing ask students to react to due time becomes the outmost, what they have learned about Thoreau --and our first thought is rendered the person. What might have been going back to us by the trumpets of the on in his life that caused him to become Last Judgment. (www.emersoncen- a loner? How might his disposition affect tral.com/selfreliance) his writing in positive or negative ways? Ask students to brainstorm their reac- 3) Henry David Thoreau’s “Civil Disobedi- tions to this short excerpt to identify ence” is a product of the Transcendental some fundamental characteristics of 10 A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience”

Transcendentalism. They should see ref- about Thoreau’s sense of other people and erences to an internal conversation that is of himself? He seems to relish his isola- more important than anything devised tion at Walden, but how isolated is he? by reason along with the importance of Does he need the fellowship of his neigh- personal conviction. bors more than he is willing to admit? 4. Some of the American attributes and sentiments Thoreau criticizes in “Civil III. Building Background Disobedience,” those qualities of the Knowledge in History townspeople who Thoreau referred to as “underbred,” were also reflected in 1. Manifest Destiny, a term coined by Walden. Ask students to read “Economy,” newspaperman John O’Sullivan in 1845 Chapter 1 of Walden, to identify and to support western development, Texas record Thoreau’s assessment of his neigh- and the Mexican War, is the bors and their lives. Discuss: What does belief that God had ordained White Thoreau think about his neighbors? European supremacy to reign over the What do we learn about Thoreau? What North American continent. Going back are his values? What does he respect? to colonial times, the idea of Manifest Destiny was so popular with Americans For example, students may find that that the issue won the of 1844 Thoreau expresses pity for those who for James Knox Polk over , have inherited and other material marking the beginning of the end for the things, calling them “serfs of the soil” (p. Whig Party. Americans who rallied 4) who are leading “a fool’s life,” a life of around Manifest Destiny accepted the “blind obedience” (p. 5). He believes idea of American exceptionalism, that “The mass of men lead lives of quiet des- the American character set them apart peration” (p. 7). Later Thoreau says that from and above other populations, par- material things are “positive hindrances ticularly indigenous ones. to the elevation of mankind” (p. 12). Thoreau remarks that working people Afterwards, create a graphic organizer for have lost their identities to their work. the term Manifest Destiny as a class. The teamster is a slave to his work and a What do the words suggest to students? prisoner of his “opinion of himself” (p. What do the words suggest about the 7). He wonders about people’s ability to mind set of Americans in the 19th cen- think for themselves. tury? Does this term resonate today? Is the idea of Manifest Destiny still domi- In Chapter 1 of Walden, Thoreau’s hearty nant in American foreign ? individualism and disdain for society is obvious, and in Chapter 8 “The Village,” 2. The Mexican War (1846-1848) came on he observes people at their daily work the heels of Texas annexation. The Texas routines. He reports that he went to the War of Independence (1835-1836) was village to observe the people, as if they also a result of the westward push by were some kind of exhibit. Passing by Americans, in this case southerners look- their houses was “running a gauntlet” in ing for new lands on which to grow that someone might actually try to cotton. Popular history’s portrayal of the engage him in conversation or extend an Texas War of Independence has centered invitation. Yet at the end of the chapter, around the phrase “Remember the he prides himself on having his home Alamo.” Popular images of this war can open to travelers and to the curious. be found on YouTube—enter “Davy Crockett at the Alamo” for a series of Have students read Chapter 8 and discuss clips from the popular Disney movie— their reactions. What do students think and the History Channel’s “Alamo A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience” 11

Deconstructed”, also on YouTube. These its conception and publication. While the images were extended to the Mexican- over-arching theme of “Civil Disobedience” American War. While the courage of the is the relationship of the individual with his/ Alamo’s defenders cannot be denied, his- her government, this guide also introduces tory, in its penchant to celebrate the sac- other themes with suggestions for class rifices people have made to defend activities and discussion that teachers may freedom and liberty, has not brought out wish to study with their students. the underlying reason for the conflict, the defense of slavery. Some southerners The Nature of Government even wanted to annex Mexico itself and divide it into several slave states. Mexico While Thoreau believed that government is was portrayed as some sort of evil “at best, an expedient,” it is, in practice, that it was the duty of free Americans to “inexpedient,” incapable of doing anything defeat. Embedded in this portrayal was a but the most rudimentary functions. Thore- justification for Manifest Destiny. au’s critique of government is consistent with Ralph Waldo Emerson’s, expressed in his A summary of the slavery issue contrib- essay “Politics.” Emerson uses the term “expe- uting to the Texas War of Independence dient” in arguing that democracy is expedient can be found at mlktaskforcemi.org/ for us only because we prefer it to ; pathways/conflicts-over-slavery-cause- it is a “coincidence with the spirit of the age.” the-texas-revolution-and-lead-to-the- But, “every actual State is corrupt. Good men mexican-american-war/. Have students must not obey the laws too well” (paragraph read this summary and review one of the 10 in “Politics,” available at www.. YouTube clips on the battle of the Alamo. org/emerson/politics.1844.html. Then discuss: Was the Texas War of Independence really a war for freedom? Have students read the first two paragraphs of Why or why not? “Politics” and discuss: What does Emerson mean by the State being “aboriginal?” Is society 3. PBS has put together an impressive col- really just an illusion? Have students research lection of videos and resources for teach- Pisistratus and Cromwell. Why does Emerson ers on the Mexican War at www.pbs.org/ refer to them? What does Emerson mean by a kera/usmexicanwar/educators. Another “rope of sand” when referring to ? video resource is a YouTube video from Emerson argues that Nature is “despotic.” the History Channel—enter “Mexican What is meant by despotic? Do you agree War 1846.” Also, Google Images has with this? Emerson stated “the reveries of the many paintings of Mexican War battles, true are simple and prophetic.” What does he some from a Mexican point of view. The mean by this? Do you agree or disagree? image of Manifest Destiny as Lady Lib- erty with a westward vision is also acces- Thoreau sees the Mexican War as expedient to sible here. Have students analyze and the growth of the American nation and slavery contrast several paintings. What do they as expedient to the growth of the American contribute to popular history? What economy. But Thoreau longs for the day when are portrayed in the various works? government might become an institution that will secure justice in society. To do this, gov- IV. Building Background ernment must mature beyond republican democracy. Thoreau prefers a government that Knowledge Through Initial “governs not at all,” a view that parallels Exploration of Themes Emerson in “Politics.” Thoreau wants the jus- tice that he feels government is incapable of “Civil Disobedience” is a rich resource, useful providing because of government’s attach- in the introduction of historical themes that ment to majority rule. look backward and forward from the dates of 12 A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience”

Contrast Thoreau’s point of view with James Just War Madison, the principal author of the Consti- 1. Thoreau’s assertion that “a single man,” tution, who argued in “ Paper No. James K. Polk, had manipulated the 10” that pure democracy does not work, but populace to go along with the Mexican the way to remedy this is through republican War, does not measure up to reality. But government. In “Federalist Paper No. 51,” Thoreau’s assertion that the Mexican War Madison (or Hamilton, as some have sug- was “an unjust war of aggression” is a gested), argued for the , different story. The issue of what consti- stating that government must allow for the tutes a “just war” has been debated since ambitions of men—“ambition must be made St. Augustine proposed a “just war theol- to counteract ambition.” And, government is ogy” in the early fifth century, allowing necessary because men are not inclined to the formerly pacifist Christians to fight cooperate—“if men were angels no govern- against the Germanic incursions into ment would be necessary.” Ask students to Rome in defense of the Empire. St. look up “Federalist Paper No. 10” available at Aquinas elaborated on just war the Avalon Project of Yale Law School theology in the late thirteenth century as (avalon.law.yale.edu/18th_century/fed10. the Crusades were coming to an end. Just asp) and skim for Madison’s ideas about the War Theory is a direct result of the secu- need for a republican form of government. larization of just war theology and is Discuss: What does Madison say about why readily available online. republican government works? If Thoreau Ask students to read and annotate a sum- had his way, do you think that Madison’s mary of Just War Theory available at ore- fears about factions would come true? For the gonstate.edu/instruct/phl201/modules/ Framers of the Constitution, the “consent of just_war_theory/criteria_intro.html Dis- the governed” had to do with what Jean- cuss: What makes a war a just war? Is Jacques Rousseau, in On the there such a thing as a just war or not? termed the General Will. Rousseau’s work can be accessed at www.constitution.org/jjr/ 2. Thoreau was in good in his socon.htm. The Framers posited that the will opposition to the Mexican War. Other of the people could be determined by demo- prominent Americans, including Abra- cratic institutions. But Thoreau believed that ham Lincoln, also opposed it. Have stu- the present government of the United States dents go to www.digitalhistory.uh.edu/ did not do a very good job of measuring the disp_textbook.cfm?smtid=3&psid=3672 General Will because he felt that the people or to lincoln.lib.niu.edu/biography4text. would not approve of the Mexican War. html to understand Lincoln’s opinions and actions against the war. Discuss: What do you understand about this idea of the General Will? How important is it 3. Ask students to go to www.pbs.org/kera/ to know what the general will of the people usmexicanwar/prelude/md_introduc- is? Is the will of the people a legitimate basis tion.html and to scroll down to “A Mexi- for governing? What do you think are threats can Perspective on the War” and to liberty? Is it possible that too little govern- “Divisions in Mexico” for the Mexican ment can threaten liberty? Is it possible that side of the issues. Another website for a people do not know what they really need? concise history of the war is www.dmwv. org/mexwar/mexwar1.htm. This site is linked from the PBS website above and contains images from the time. Discuss: What were the reasons for the Americans going to war with Mexico? How were the opinions of Mexicans A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience” 13

divided? What were the politics sur- The proslavery argument can be rounding the prelude to war? In your researched at www.ushistory.org/us/27f. opinion, was slavery a major factor in asp for an overview of the foundations of going to war? Was the war with Mexico a the argument and at www.assumption. just war? If you lived during this time and edu/users/lknoles/douglassproslavery- were drafted for this war, what would you args.html for a good example of a pro- do? Give your reasons. slavery primary document. Have students work in pairs to outline The Immorality of Slavery the major arguments for and against slavery. Discuss: What prevented people 1. Slavery was a major factor in Texas inde- of the time from clearly seeing the immo- pendence and annexation, as it would be rality of slavery? Are moral truths intui- for the Civil War. As changing attitudes tively evident to all persons of good will? sectionalized North and South in the Why or why not? 1830s and 1840s, attitudes about slavery became more and more entrenched. 2. Thoreau saw slavery as the ultimate Once considered a purely economic injustice, while many southern authors, institution, slavery’s morality was now led by southern clergymen, perceived hotly debated. William Lloyd Garrison’s slavery as a moral institution that mir- newspaper, The Liberator, led the aboli- rored the patronage and dependent rela- tionist charge in the North. Other notable tionship of God and man. Thoreau called anti-slavery personalities included the the Constitution “evil” because it made escaped slave Frederick Douglass and the provision for slavery, while southern pro- ex-patriot South Carolinians Sarah and slavery clergy denounced the Constitu- Angelina Grimke. Northern preachers tion because it was ordained by the like Theodore Dwight Weld invoked the people and not by God. This view is evi- Bible, arguing the immorality of slavery, dent in the South Carolina while southern preachers also invoked the Document of 1861 and is reflected in the Bible, arguing the morality of slavery as Constitution of the Confederate States of an institution ordained by God. The dif- America, both available online at Click ferences of opinion among clergymen led on documents and scroll to the separation of all three major Prot- down to whichever document you wish estant churches, the Presbyterians in to use. 1837, the Methodists in 1844, and the Have students focus on the religious Baptists in 1845. aspects of the secession documents. Also, Have students research both sides of the have them read Article 1, Section2 of the slavery debate by reading several primary United States Constitution to explore the documents. Excerpts from Theodore provision for slavery that Thoreau so Dwight Weld’s The Bible against Slavery much opposed. Ask students: Was the can be found at medicolegal.tripod.com/ Constitution basically evil because it weldbas.htm. One of the links, the provided for slavery? Is the Constitution’s Narrow Way (narrowwayapologetics. provision for slavery based on reason or com) contains a good synopsis of Weld’s morality? argument that the Bible did not condone Thoreau criticized the Constitution slavery entitled “Old Testament ‘Slaves’ because as an Enlightenment document Were Employees!” Students can find sev- it was based solely on the idea of the eral programs devoted to the abolitionist superiority of human reason as a guide to William Lloyd Garrison on PBS, such as create a just society. Thoreau argued that video.pbs.org/video/2319984144/ the human conscience was a better guide. CivilDisobedienceTeachersGuide.docx. 14 A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience”

Reason does not propel morality, but their impressions and then in pairs create conscience does and, clearly, the existence a feature story for a newspaper of the of slavery made it obvious the U.S. was time about this “strange” citizen of Con- not a just society. Southerners, on the cord. Discuss: Can one trust one’s own other hand, used the same “conscience” individual conscience to determine argument to prove slavery was a moral whether to follow a particular law or not? institution ordained by God. What would be the advantages/disadvan- Have students read the two-thirds clause tages of such an approach to law? in the Constitution at www.archives.gov/ 2. “Civil Disobedience” argues against the exhibits/charters/constitution_tran- over use of reason in the affairs of govern- script.html ing and this idea is evident in Walden. Discuss: Was it hypocritical of the fram- Thoreau states, “Our whole life is star- ers of the Constitution to allow slavery tlingly moral. There is never an instant’s while claiming to protect natural rights? truce between virtue and vice. Goodness If slavery was a part of the Constitution is the only investment that never fails” (p. in 1789, why is it unconstitutional now? 178). Thoreau’s politics follow this prin- Is Thoreau correct in arguing for a politi- ciple; his is a politics of individual con- cal system built on conscience rather science, not a politics of the general will Walden than reason? Is conscience a factor in of the people. In ’s conclusion, today’s political issues? Thoreau gives us an insight into his phi- losophy of man as a political entity and his disdain for the State: “Every man is Individualism, Self-Reliance, the lord of a realm beside which the and Responsibility earthly empire of the Czar is but a petty state…. Yet some can be patriotic who Thoreau argues that individual conscience is have no self-respect, and sacrifice the the determining factor in whether or not citi- greater to the less…. Patriotism is a zens adhere to the laws of the land. For Tho- maggot in their heads”(p. 261). reau, the citizen is sovereign and individual actions must be made according to individual Discuss: What is Thoreau referring to . Thoreau denigrates his commu- when he uses the expression “self- nity, calling its inhabitants “half-witted” and respect?” Why does he think people who “underbred.” In Chapter 8 of Walden, “The have no self-respect sacrifice the “greater Village,” Thoreau compares the townspeople to the less?” Is he saying that people must to prairie dogs while in “Civil Disobedience,” first respect themselves before they can he argues that “the American has dwindled build a successful society? Should govern- into an Odd Fellow.” So it’s no wonder he ment make it a priority to support the distrusts democracy. development of the individual conscience in its people? 1. To get insight into Thoreau’s point of view, ask students to read Chapter 1 of Walden, “Economy,” making notes on Ideas about Civil Disobedience any insights they can draw about Thore- Thoreau’s work has defined the idea of civil au’s state of mind and attitude towards disobedience as we know it today. However, his fellow citizens. Ask students to share perceptions of the nature of what constitutes A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience” 15 acts of civil disobedience have been, and data-collection program, called Prism, by the continue to be, controversial. In many cases, Agency (NSA). Under this these acts have initiated proceedings in program, and others, the NSA collected both civil and criminal , some of the metadata, that is huge amounts of data, cases making their way to the Supreme about peoples’ phone calls and emails. After Court. The pervasive questions are: What leaking the information, Snowden fled to constitutes acts of civil disobedience, when Hong Kong, then to Russia. When the U.S. are acts of civil disobedience appropriate, and revoked his , he asked for, and was is acting out of a sense of civil disobedience a eventually given, political asylum in Russia. mitigating circumstance in court? One The case has sharply divided opinion in the prominent Supreme Court case is Schenck v. United States. Some support Snowden’s act United States 1919. Charles Schenck, a as an act of civil disobedience, arguing that socialist, had been convicted in federal court the government violated the First Amend- of violating the Act by distribut- ment’s guarantee of free speech and the ing flyers urging men to avoid being drafted Fourth Amendment’s guarantee of due pro- into World War I. Schenck argued before the cess. Others argue that Snowden committed Court that the Espionage Act was unconsti- an act of treason in compromising national tutional because it forced men into involun- security; that the Prism program was neces- tary servitude and was a clear violation of the sary to protect the country against . First Amendment’s clause. Like Schenck, Snowden has been charged Schenck argued that, therefore, his act of civil under the Espionage Act. A view in support disobedience in opposing it was not illegal. of Snowden can be found in the article: The Court upheld Schenck’s conviction with “Veteran Civil Rights Leader: Snowden Justice Oliver Wendell Holmes, one of the Acted in Tradition of Civil Disobedience” at United States’ most respected jurists, writing www.theguardian.com/world/2013/aug/07/ the majority opinion. The compared john-lewis-civil-rights-edward-snowden. Schenck’s act to crying out “fire!” in a Other points of view can be found at: crowded movie theater. Such speech would “Edward Snowden: Traitor, Whistleblower, create a danger to the public and was not or Defector?” www.cbsnews.com/8301- intended by the Framers to be protected. The 250_162-57598041/edward-snowden-trai- ruling was one of the most significant for tor-whistleblower-or-defector/ and “What matters of civil disobedience in that the jus- Did Edward Snowden Get Wrong?—Every- tices ruled that when there is a “clear and thing” at articles.latimes.com/2013/aug/10/ present danger” to the country, the govern- opinion/la-oe-0811-liepman-snowden-and- ment is justified in curtailing certain civil classified-informat-20130811. . Students can research the Schenck case at www.pbs.org/wnet/supremecourt/ Have students research the Schenck v. United /landmark_schenck.html. States court case and the contemporary situ- ation of Edward Snowden. How do they A more recent case, though not a court case compare? In what ways do they contrast? If at the time of publication of this guide, Snowden faced the 1919 Supreme Court, involves Edward Snowden, an employee of how would he do? Does terrorism present a government contractor Booz, Allen, Hamil- clear and present danger as did WWI? When ton, who leaked classified information toThe are acts of civil disobedience justified? Are Guardian newspaper that revealed a large they ever justified? 16 A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience”

DURING READING ACTIVITIES

While students are reading the essay, have them 4. Government can never be an engage in one of these critical thinking activities. agent for good. 5. Government’s role is to do public I. Analyzing through works and nothing more. Group Response 3. Applied: Check the statements that you agree with. During this stage, 1. Use a three-level Study Guide to help give students an opportunity to students engage literal, interpretive, and explain their opinions and why they application skills as they read. Students think as they do based on their read- keep a copy of the guide with them as ing of “Civil Disobedience” as well as they read and check off the statements as their own experiences. they encounter them, noting the page or paragraph where the statements were 1. Government is best that governs encountered. At the literal level, ask stu- least. dents to read to get the author’s overall 2. Individuals have a right to rebel meaning. At the interpretive level, ask any time they disagree with the students to read between the lines, ana- actions of government. lyzing the text to get at the author’s 3. Individual conscience should be intended meaning. At the applied level, the guide in determining what ask students to synthesize the content, action government should take. drawing new insights and ideas from the 4. Government should be based on text. Here is an example of a three-layer universal moral ideals, not peo- study guide that students might use: ple’s opinions. 5. People today would be well- 1. Literal: Check the statements that advised to adopt the principles you believe say what Thoreau means. Thoreau advocates in “Civil Dis- Sometimes the exact words are used, obedience.” at other times they are not. 2. Divide students into groups and assign According to Thoreau: each group to read the pages in each sec- 1. Majority rule is inherently unjust. tion in the above synopsis—Nature of 2. It is alright to pay some taxes, but Government, Importance of Personal not all taxes. Conscience and Self Reliance, Ideas 3. Everyone should live in the about Civil Disobedience, and What is woods, as he did at Walden. Needed in Government. Have each 4. The Mexican War was an unjust group construct a graphic organizer that war of aggression. illustrates their section’s content. For 5. Slavery could be abolished by the example: For Nature of Government actions of one honest man. make two lists—Government Is and Government Is Not; for the Importance 2. Interpretive: Check the statements that of Personal Conscience and Self Reliance, reflect Thoreau’s intended meaning. a diagram showing thesis and support for 1. The government of the United the thesis; for Ideas About Civil Disobe- States should be overthrown. dience, a bubble map that connects vari- 2. If left to themselves, Americans ous ideas; and for What is Needed in would do the right thing and not Government, a double list with What is oppress other people. Needed and What is not Needed. Then 3. Human reason has limitations when have students present their findings to political decisions are being made. the whole class. A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience” 17

3. Because it touches on so many historical listed in the Study Guide can be used for themes, “Civil Disobedience” is for Paideia prompts, a good core question group work, particularly Jigsaw Groups. for “Civil Disobedience” may be: “What Jigsaw requires students to become is civil disobedience and when is it justi- “experts” in a particular topic or section fied? For details about Paideia and Paideia of text and to contribute their expertise Seminars see www.paideia.org. to a larger group. Each student will be 5. Jefferson in the “Declaration of Indepen- responsible for learning the material and dence,” states that all men “are endowed teaching part of it to others. by their Creator with certain unalienable Start by dividing the class into six-mem- rights, that among these are life, liberty, ber groups or teams. Assign each person and the pursuit of happiness; that to in the group to become an expert about a secure these rights are governments insti- specific theme by reading the assigned tuted among men [emphasis added], pages: Nature of Government and deriving their just powers from the con- Importance of Personal Conscience (pp. sent of the governed….” Thoreau, like 275-278), The Relationship Between the Founders, wants justice, but Thoreau Citizen and Government (pp. 278-282), thinks that the best way to achieve it is Civil Disobedience 1 (pp.278-282), Civil for government to step out of the way, Disobedience 2 (pp. 287-289), Thoreau’s whereas Madison and Jefferson argue Night in Jail (pp. 290-292), and What is that government should have an active Needed in Government (pp. 295-297). role in securing liberty and rights. Then students from different teams who Ask students to review the “Declaration of have the same assignment gather in Independence” available at www.archives. “expert groups.” These groups discuss gov/exhibits/charters/declaration_ their topic and prepare to teach it. When transcript.html and using a two column this is completed, the “experts,” regroup format, have students write a list of what in the original teams to report and syn- they consider Jefferson’s main points. thesize their findings. Teams can present While reading Thoreau’s essay have stu- their knowledge in a graphic organizer or dents use the second column to indicate digital poster. how Thoreau might respond to the ideas 4. Because of the many themes touched they have listed from the “Declaration.” upon in “Civil Disobedience,” it is par- Have students share their responses in ticularly suitable for use with the Paideia small groups. method for whole class discussion. Paid- eia uses a Three Columns of Instruction II. Discussion Questions approach. The first column is Didactic Use these and similar questions for whole class Instruction, in which factual information discussion. is presented through lecture, video, demonstration, or reading. The second 1. What does Thoreau mean when he says, column is Intellectual Coaching with the “That government is best that governs teacher modeling critical thinking and not at all”? questioning skills. The third column is 2. What is Thoreau’s opinion of majority rule? the Paideia Seminar, in which discussion is encouraged and facilitated through 3. Why did Thoreau oppose the Mexican War? open-ended questions about the text. 4. What was Thoreau’s opinion of Manifest Paideia seminars start with core question Destiny? and, while any of the above statements 18 A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience”

5. Do you agree with Thoreau that the 9. Thoreau states that, because of his night United States should do the right thing in jail, he discovered what the town’s by not pursuing war with Mexico and inhabitants were about. What does he abolishing slavery, even if it meant the think they were about, and do you think end of the Union, the end of the United he respected them? States as a nation? 10. What is Thoreau’s basic disagreement 6. What is Thoreau’s criticism of the Mas- with ? sachusetts farmers and merchants? Is he 11. What does Thoreau think the role of the justified in his point of view? New Testament should be? How should 7. What is Thoreau’s position on the role of lawmakers make use of it when writing individual conscience and its relationship laws? to government? 12. Thoreau says that a democracy shows 8. What does Thoreau have to say about progress to a true respect for the individ- paying church taxes? What does his ual, and he imagines a type of government opinion imply about his ideas of the that even surpasses democracy in this relationship between church and state? respect. What might a government look like that has justice for all and respect for the individual as its central principles?

AFTER READING ACTIVITIES

Now that students have read the essay and Constitution to allow slavery while engaged in discussion, they can return to the claiming to protect natural rights? text for a deeper understanding of the ideas 5. Were the acts of civil disobedience that and themes. The following activities can be Martin Luther King and others engaged used for whole class and small group discus- in during the 1950s and justified? sion or as essay topics. Were they effective? How does Thoreau’s vision compare/contrast with Martin I. TOPICS FOR DISCUSSION Luther King’s vision for society? AND ESSAYS 6. Are there issues today that are compelling 1. What is Thoreau’s vision for how the enough to justify acts of civil disobedi- individual relates to society? Do you think ence? If so, what are they, and what is the this vision strengthens or weakens society? justification for such acts? 2. What is Thoreau’s view of the importance 7. Thoreau asks, “…Where is the of personal conscience in guiding per- who has wisdom and practical talent sonal behavior and determining whether enough to avail himself of the light which a person should commit an act of civil it [the New Testament] sheds on the sci- disobedience? Does his view apply to the ence of legislation” (p. 297). What laws citizens of Concord that he has observed? might be written based on the Beatitudes Why or why not? as listed in Matthew 5:1-10? 3. What does Thoreau mean when he advo- 8. Thoreau says that “That government is best cates that citizens should lead simple lives? that governs not at all;” and when men are What does he see as the benefits of living prepared for it, that will be the kind of such a life? Is this a good model for citi- government which they will have (p. 275). zens to follow today? Why or why not? What human and civic qualities must citizens have to be able to live without a 4. Was it hypocritical of the framers of the government limiting their behavior? A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience” 19

II. GROUP AND INDIVIDUAL Classics, 20th Anniversary Edition, PROJECTS , Rights of Man, and Other Essential Writings of , NY: 1. Engage students in a small-group role- New American Library, 2003. playing exercise. Have them imagine a discussion over supper between Thomas Discuss: How might Thoreau respond? Paine, the “conscience” of the American With which quotes would he agree and and French , and Henry with which would he disagree? David Thoreau. Divide students into 2. “Civil Disobedience” is a great text for groups of four. Assign half of each group initiating debate in which students can to prepare quotes by Paine and half to apply the principles they have learned in prepare quotes by Thoreau. Quotes from reading, discussion, and/or group work. Thomas Paine can be found at www. Debates start with a resolution, followed goodreads.com/author/quotes/57639. by one of the teams presenting an affir- Thomas_Paine and at www.brainyquote. mative argument and the other team com/quotes/authors/t/thomas_paine. presenting a negative argument. Debate html. Quotes from Thoreau can be formats can be found at http://idebate. assembled before starting the conversa- org/about/debate/formats. Possible reso- tion from the text and from www. lutions for a debate can focus on any of goodreads.com/author/quotes/10264. the above controversies: Henry_David_Thoreau or www. • Resolved: that government has no brainyquote.com/quotes/authors/h/ responsibility in securing the eco- henry_david_thoreau.html. nomic welfare of citizens. Then have students role play a discussion • Resolved: that citizens should between the two men in their small commit acts of civil disobedience groups. If one of the groups has an espe- when laws go against their personal cially spirited discussion, ask them to conscience. repeat the activity in front of the whole • Resolved: that a government should class, and then discuss with the whole be based on the will of the majority. class with which views did they agree and • Resolved: that the individual has no with which did they disagree? responsibility for the Also, in case the discussion lags, have of society. ready a few quotes for the class to con- Students might also create their own res- sider. Paine, who, like Thoreau, had olutions based on class discussions. trouble keeping his opinions to himself, 3. Present students with case studies, situa- might expound on one of Thoreau’s tions in which they have to choose themes, the honest man. Paine declares: whether civil disobedience is appropriate. “Of more worth is one honest man to The basic questions are: What would society and in the sight of God, than all Thoreau do in this situation? and what the crowned ruffians that ever lived” would you do in this situation? Here are (Common Sense, p. 21). Then, to keep the several examples, based on possible expe- conversation going: “Those who expect riences students may have encountered: to reap the blessings of freedom, must, like men, undergo the fatigues of sup- • Suppose you are concerned about the porting it” (The Crisis, p. 83). And finally, treatment of a neighbor’s dog. The just to get Thoreau aggravated: “The dog is always tied up in the back yard most formidable weapon against errors of and appears not to get enough to eat. every kind is Reason.” (Age of Reason, p. He is outside day and night, in good 351). Readings are available in the Signet weather and bad, and does not have a 20 A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience”

dog house in which to sleep. You want 5. Since Thoreau put “Civil Disobedience” to feed him, but have been told it is together from the journal notes he took against the law to trespass on your while living at Walden Pond, a good neighbor’s . Would you break after-reading exercise would be to revisit the law to save the dog? Would Tho- Walden and make some connections to reau break the law to save the dog? the essay. In chapter one, “Economy,” • A tract of forest near your house is Thoreau makes his case for economic slated for development. These woods self-reliance. And, in “Civil Disobedi- contain an endangered species of ence,” Thoreau’s emphasis on individual woodpecker. Some of your neighbors conscience indicates ideas of political have organized to protest the devel- self-reliance. Taken together, Thoreau’s opment and are trespassing on this strong individualism can be inferred. land in violation of a court order. Do How might ideas of economic self-reli- you join the protest? Would Thoreau ance inform Thoreau’s idea of political join the protest? self-reliance? Have students review chap- Walden 4. Thoreau’s elevation of moral precepts and ter one of for evidence of eco- his advocacy of “higher laws” lead to a nomic individualism and make natural comparison with Martin Luther judgments as to what passages in “Civil King Jr.’s Letter from a Birmingham Jail. Disobedience” are related. This letter can be accessed at http://mlk- In chapter two of Walden, “What I Lived kpp01.stanford.edu/index.php/encyclo- For,” Thoreau explains the reasons for pedia/documentsentry/annotated_letter_ going to the woods to live. His principle from_birmingham/. Both Thoreau and reason was to gain a higher level of living King call for immediate action for social through a higher state of spirituality. justice. King seeks to abrogate the exist- How does spiritual state translate into ing segregationist laws of Alabama in ? Students can favor of the higher laws of a moral call- explore chapter two for specific references ing. While Thoreau advocates withdrawal to spirituality and make connections to from political society, King advocates specific passages in “Civil Disobedience” involvement. King wants to build com- that they judge may be related to a munity but Thoreau has little use for it. heightened spiritual sense. This represents a sharp difference between In chapter eight of Walden, “The Village,” Thoreau and King in their views of indi- Thoreau gives us some insight into his vidual responsibility with respect to the relationships to other people and to soci- individual’s relationship to society. ety in general. Thoreau tells us that he is Ask students to read and outline King’s basically an observer, a non-participant in idea of civil disobedience. Then return to the daily affairs of village life. This may not Thoreau’s essay and collect his statements be entirely true, but it is his perspective. about civil disobedience. Discuss as a How does Thoreau’s impression of himself class: What is Thoreau’s vision for how as an outsider influence his politics? Have the individual relates to society? Does this students scan chapter eight for evidence to vision strengthen or weaken community? connect to “Civil Disobedience.” How does Thoreau’s vision contrast with Chapter eleven, “Higher Laws,” in Martin Luther King’s vision? Does King Walden reveals Thoreau’s philosophy that want to strengthen or weaken the indi- the laws of nature are superior to the laws vidual’s bonds to society? Are individuals of man. Have students find passages in responsible for the society in which they chapter eleven that illustrate this and live? Do Thoreau and King differ in their connect these to his treatment of higher points of view about the role of citizens? laws in “Civil Disobedience.” A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience” 21

ADDITIONAL READINGS

Atkinson, Brooks, ed. The Complete Essays and Schneider, Richard J., ed. Henry David Thoreau: Other Writings of Ralph Waldo Emerson. NY: A Documentary Volume. Detroit: Gale, 2004. Modern Library, 1950. Serow, Ann G. and Everett C. Ladd, eds. The Morgan, Edmund S. American Slavery, Ameri- Lanahan Readings in the American . 4th can Freedom: The Ordeal of Colonial Virginia. edition. Baltimore: Lanahan, 2006 NY: W.W. Norton, 1975. Paine, Thomas.Common Sense, Rights of Man, and Other Essential Writings of Thomas Paine. NY: Signet Classics, 2003.

ABOUT THE AUTHOR OF THIS GUIDE

Bruce Cahoon is an Adjunct Instruc- States Government and Politics, United States tor in History and Humanities at the Univer- History, World History, and Current Issues. sity of North Carolina at Asheville where he His research interests have centered on the has taught courses in United States History, theme of religious politics, including the World , North Carolina History, religious politics of fifteenth-century Europe Medieval and Renaissance Worlds, and The during the Reformation and Confessional Modern World. Before teaching at UNC periods and the religious politics of the ante- Asheville, Mr. Cahoon taught high school; his bellum and reconstruction South. courses included Advanced Placement United

ABOUT THE EDITORS OF THIS GUIDE

Jeanne M. McGlinn, Professor in the James E. McGlinn, Professor Emeritus Department of at the University of Education at the University of North of North Carolina at Asheville, teaches Chil- Carolina at Asheville, has taught high school dren’s and Adolescent Literature and directs English and developmental reading at all the field experiences of 9-12 English licen- levels, elementary through adult. His research sure candidates. She serves on various edito- interests focus on motivating and increasing rial and professional boards and is the the reading achievement of students in high president of the Language Experience Special school and college. He is the author and Interest Group of the International Reading editor of numerous Penguin Teachers’ Guides. Association and editor of its on-line journal. She has written extensively in the area of adolescent literature, including numerous teachers’ guides and a critical book on the historical fiction of adolescent writer Ann Rinaldi for Scarecrow Press Young Adult Writers series. 22 A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience”

NOTES A Teacher’s Guide to Henry David Thoreau’s Walden and “Civil Disobedience” 23 FREE TEACHER ’ S G U I D E S

A TEACHER’S GUIDE TO LORD OF THE FLIES A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF BY WILLIAM GOLDING A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF AN EDUCATOR’S GUIDE TO A TEACHER’S GUIDE TO WALDEN AND COD: A BIOGRAPHY OF THE FISH ESCAPE FROM CAMP 14 THE MERRY ADVENTURES THAT CHANGED THE WORLD BY BLAINE HARDEN OF ROBIN HOOD CIVIL DISOBEDIENCE BY MARK KURLANSKY BY HOWARD PYLE BY HENRY DAVID THOREAU

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cGlInn BY bRUCe CaHoon TeACHer’S GuIDe BY Jeanne m. cmGlInn BY allen KRomeR

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TeACHer’S GuIDe TeACHer’S GuIDe

A full list of Teacher’s Guides and Teacher’s Guides for the Signet Classic Shakespeare Series is available on Penguin’s website at: us.penguingroup.com/tguides TEACHER’S GUIDES Adventures of ■ Escape from Camp 14 The Mousetrap Redwall Huckleberry Finn The Fountainhead and Other Plays The Scarlet Letter Animal Farm Frankenstein My Ántonia The Scarlet Pimpernel The Grapes of Wrath A Narrative of the Life The Secret Life of Bees Atlas Shrugged of Frederick Douglass, Great Expectations An American Slave Silas Marner The Awakening Heart of Darkness Nectar in a Sieve Sir Gawain and Beowulf the Green Knight The Help 1984 The Call of the Wild : The Importance of Being The Odyssey Cannery Row Earnest and Other Plays The Complete Plays Of Mice and Men Chekhov’s Major Plays Incidents in the A Streetcar Named Desire Life of a Slave Girl One Day in the Life A Tale of Two Cities City of God of Ivan Denisovich Jane Eyre A Thousand Splendid Suns ■ Cod The Pact A Journey to the Center The Time Machine The Country of the Pointed The Pearl Firs and Other Stories of the Earth Treasure Island The Crucible The Jungle Two Years Before the Mast The Kite Runner The Phantom Dear Zoe of the Opera Up from Slavery Listening is an Act of Love Death of a Salesman Poems by ■ Walden and Looking Backward Civil Disobedience Doctor Faustus Pride and Prejudice ■ Lord of the Flies The Wal-Mart Effect Dr. Jekyll and Mr. Hyde The and the Pauper Lysistrata Washington Square A Doll’s House Pygmalion Main Street We the Living Dubliners Ragged Dick Emma ■ The Merry Adventures The Women of of Robin Hood A Raisin in the Sun Brewster Place Ethan Frome The Red Pony Wuthering Heights TEACHER’S GUIDES FOR THE SIGNET CLASSIC SHAKESPEARE SERIES Antony and Cleopatra A Midsummer Richard III As You Like It King Lear Night’s Dream Romeo and Juliet Hamlet Macbeth The Merchant of Venice The Taming of the Shrew Henry IV Part I Measure for Measure Much Ado About Nothing The Tempest Henry V Othello Twelfth Night ■ New Titles PENGUIN GROUP (USA) INC. Academic Marketing Department 375 Hudson Street New York, NY 10014-3657

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