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The Clash of Cultures
By Patricia Penrose
Overview
The appreciation of literature can be strengthened by an exploration of recurring themes that connect
seemingly diverse works. Such a connection exists between The American by Henry James and F. Scott Fitzgerald's The Great Gatsby. In each text, the author explores the relationship between old
and new, a symbolic journey from West to East, and a confrontation between the aristocracy and the nouveaux riches.
With regard to the New World, the historic path of exploration has been westward.
Columbus, the Spanish Conquistadors, the Pilgrims, the frontiersmen, and the 49ers—they all moved west to search the unknown. Fitzgerald, himself a westerner by birth, saw "the green breast of a new
world." Given these patterns in history, is it then significant that Christopher Newman and Jay Gatsby embark on personal explorations that are directed in the reverse direction (i.e., from West to East, New
World to Old World)? What personal characteristics do these fictional explorers have? From what conditions and/or circumstances do these individuals flee? What messages are James and Fitzgerald sending?
To answer these questions, this lesson, geared for upper-level high school students, focuses on a study of recurring themes in Henry James' The American and F. Scott Fitzgerald's The Great Gatsby.
Objectives
- Analyze two extended works, noting similarities and differences
- Compare and contrast those two works based on specific criteria
- Demonstrate understanding in a written essay
- Defend perspectives with specific textual support
- Write clearly using the conventions of standard written English
Skills Attained
- Close reading and analysis of texts
- Identification and recognition of recurring themes
- Ability to compare/contrast specific textual points
- Construction of a persuasive argument
- Citation of textual support
Lesson Outline
I. Close Reading
As students respond to each text, have them draw as many comparisons between the two as they can, using T-charts as graphic organizers. For example, how are Christopher Newman and Jay Gatsby
alike? How are they different? Students should continue this activity, looking at possible connections between other characters, physical descriptions of places and events, etc. Their charts should
contain pertinent quotes from text and relevant page numbers.
II. Examine Data
After students have finished their close reading/data gathering, they need to organize the information and begin to formulate a thesis based on that data. Some possible avenues for exploration
would be to compare and contrast Christopher Newman and Jay Gatsby; West Egg society and Parisian aristocracy; the Bellegardes and the Buchanans; the Bellegardes' party and Gatsby's; specific character types at each
of the parties; the East and the West.
III. Establish and Defend Thesis
Using information gathered on the possible areas of comparisons (i.e., those listed above or others), students need to formulate a point of view or position. Once they have established that
thesis, they will write a compare/contrast essay in which they defend their point of view and explore possible unifying themes, using specific text references to bolster their assertions.
Assessment
The critical attributes for assessment should include:
- Logical, reasoned thesis
- Carefully constructed argument
- Clearly supported by relevant, compelling textual citations
- Connections between texts are clearly drawn
- Exhibition of a strong writing style and a personal voice
- Clear adherence to the conventions of standard written English
Patricia Penrose is the librarian at Nogales High School in California. |
