Lesson Overview:

This lesson asks students to examine samples of Twain’s work in the context of pre- and post-Civil War America as a way of understanding the paradoxical themes and forms—of Romanticism, Realism, Idealism, and Pragmatism—that prevail throughout much of his writings. Students will also be encouraged to probe William Dean Howells’ characterization of Twain as "the Lincoln of our literature" as a backdrop to the study of Twain’s work throughout the course of the unit.

Length of Lesson:

Five 45-minute periods

Instructional Objectives:

Students will:

• be introduced the diverse literary voices of Mark Twain.
• exercise reading, research, collaborative, and writing skills.
• expand computer skills.
• expand skills of critical analysis, particularly the analysis of how elements of craftsmanship can build tone quality and structural force, and contribute to satirical "bite."
• explore the ways a writer mirrors and shapes the culture of a given time period.
• gain insight into and appreciation for the ways autobiographical material can be the inspirational center for creative expression.
• gather background information on one of America’s most valued and celebrated literary artists.
• recognize that geographical and cultural environments can provide inspiration for creative expression.
• recognize that historical events can evoke dramatic change in the philosophical, economic, social, political, and cultural outlook and manners and mores of a nation, and that a writer’s themes and forms can be affected by this change.
• respond creatively to a variety of assignments.

Supplies:

• Selected texts of Mark Twain’s work (see Teacher References section for specific suggestions)

Instructional Plan:

Activity A

Begin a study of Mark Twain by raising the questions: Who is Mark Twain? In what time period did he live and write? What is his real name? From what source did he get his pseudonym? What spectacular natural phenomenon occurred at his birth and reoccurred at his death? Have you previously read anything written by Twain? If so, what is your impression of Twain as a writer?

Assign students the task of gathering biographical information on Twain from Web and print media (See Teacher References section for resources). Draw together, with teacher input, a brief biographical profile, giving particular attention to identifying the dates in which he did most of his writing, and the geographical locations where he lived.

Activity B

Share with students the following excerpt from William Dean Howells’ tribute to Twain in his essay, My Mark Twain. As background, explain to students that William Dean Howells was a close friend of Twain; also, that Howells was a writer and long-time editor of Atlantic Monthly, a highly respected magazine, still in existence, that published many of Twain’s works.

It is in vain that I try to give a notion of the intensity with which he [Mark Twain] pierced to the heart of life, and the breadth of vision with which he compassed the whole world. ... Emerson, Longfellow, Lowell, Holmes—I knew them all and all the rest of our sages, poets, seers, critics, humorists; they were like one another and like other literary men, but Clemens was sole, incomparable, the Lincoln of our literature.

Note that Kurt Vonnegut, Jr., a contemporary writer, also refers to Twain as “Lincolnesque.”

Initiate student exploration of the comparison of Twain to Abraham Lincoln. Ask students to make a list of words, phrases, and ideas they would apply to Lincoln, based on biographical stories they have heard about his early life and presidency, their study of his role in history, and, if applicable, remembrances of a visit to the Lincoln Memorial in Washington, DC.

Encourage students to think of a range of points on which to build comparisons: for instance, where Lincoln was born; his log cabin background and schooling; his anecdotal, colloquial style in presenting his ideas; his stance on slavery; his reputation for telling humorous tales; his power with formal language (Gettysburg Address, for instance); his ability, as a public speaker, to win a crowd; and the reputation he holds as one of America’s greatest statesmen.

Advise students to keep this list to refer back to as they become more and more familiar with Twain’s work, noting that making a comparative study of Twain with Lincoln could help them gain insight into Twain’s achievements as a writer.

Activity C

Note: This activity is particularly suitable for an 11th or 12th grade interdisciplinary course, or as a way to develop a link between American literature and history courses, particularly if the courses coincide with the chronological study of the two disciplines. The framework of the activity could also be used in 9th and 10th grade, but would probably require much more teacher input.

The goal of this activity is to raise student consciousness about the dramatic pivotal change of America in the time period of the Civil War.

Suggest to students that pre-Civil War America projected an image of a primarily agrarian nation, one side-stepping the slavery issue, steeped in Jeffersonian idealism, and dedicated to protecting individualism. Post-Civil War America was dominated by industrialization, the drive for wealth, new technological inventions, and confrontations with labor and racial issues within a growing mass culture.

Point out that Mark Twain lived and wrote during both of these historical divides; in fact, it can be argued that an undercurrent of much of his work, even when couched in terms of biting rebellion, seems to be directed at finding some kind of personal reconciliation between the two divides. Therefore, understanding aspects of this dramatic pre- to post-Civil War transformation can be an enabling force in helping students to grasp the themes that resonate throughout Twain’s many literary “voices,” and to appreciate the innovative, unique styles of these diverse voices.

To initiate the building of a frame of reference in which to embed the study of Twain’s writings, consider putting on the board, or distributing copies of the following quote by Mark Twain:

The eight years in America from 1860 to 1868 uprooted institutions that were centuries old, changed the politics of a people, transformed the social life of half the country, and wrought so profoundly upon the national character that the influence cannot be measured.

First have students underline and “decode” the key words and phrases of the quote. Then, challenge students to argue Twain’s assertion with specifics gathered in the problem-solving assignments outlined below.

Divide the class in half, then divide each half into small collaborative groups to gather data about the pre- and post-Civil War time period (1830–1900). Assign one group to focus on research topics related to the pre-Civil War era; assign the other group to focus on topics related to the post-Civil War era. Suggest that each group focus on one of the following topics, and prepare a summary for class presentation on the ways their data supports Twain’s assertions. Suggest that each group parcel out to individual members the research on the suggested sub-topics, then reconvene as a group to negotiate conclusions.

Each small group should focus on one of the following topics:

• Growth of transportation: railroads, steamboats, river commerce, canals, and roads
• Economic climate: changes in the agrarian South, rich natural resources of the new West, intensification of industrialization, “Gospel of Wealth,” Social Darwinism and “robber barons,” expansion of international trade, and labor/management tensions
• Philosophical change: slavery, Darwin and the theory of evolution, "laissez-faire" economics, and Freud and the changing image of women
• Political climate: slavery, impact of new wealth and party politics on grassroots politics, women’s suffrage, impact of Western expansion, and implications of America as an emerging world power
• Realignment of social strata: in the agrarian South, the expanded frontier, and cosmopolitan cities; the impact on small towns in the United States; the impact of wealth (the new American aristocrat); and the impact of immigration and ethnic tensions
• Cultural change: the growth of a national consciousness; attempts at weaning America from European manners and mores; Americans abroad; changing styles in architecture, fashion, interiors; Victorianism as a cultural force; the cultural implications of new wealth and a leisure class; the impact of new inventions and technology; and new art forms

Note: Two segments from Walt Whitman’s Democratic Vistas (“American Democracy, Actual and Ideal,” and “What is an American?”) would add insight into the analysis of the dramatic pre- to post-Civil War change.

In developing a canon for the study of Twain, consider selecting texts or vignettes of Twain’s work that demonstrate his position on, and reaction to, the rapid change in pre- and post-Civil War time periods.

Share with students the fact that Mark Twain characterized the last half of the 19th century as, “the gilded age." Explain that this quote is from a novel written by Twain titled, The Gilded Age. Encourage students to develop their perception of what the term means in relation to post-Civil War America, based on the conclusions they reached from their research on the frame of reference topics.

Explore the term “innocence” an ambiguous label often put on Americans and the American culture, and redefined in various situations and in different time periods. Share with students that Twain wrote a novel titled Innocents Abroad. As preparation for further study of Twain, encourage students to express their ideas about how the term would be applied to the American outlook of pre-Civil War times, and in what ways the definition might change when applied to post-Civil War times.

As a culminating exercise for this activity, or for the end of a lesson or unit on Mark Twain, consider the following exercise: Divide the class into pairs. Ask students to script a conversation between Mark Twain and Abraham Lincoln. The two could discuss their reactions to any of the topics in Activity A from the perspective of the time period in which both Lincoln and Twain were alive, or could center their discussion on conjectures about the evolution and/or progress of the United States of America in the post-Civil War world. Encourage students to incorporate elements of the wit and verbal eloquence characteristic of both Twain and Lincoln. Suggest that a rich source for gathering material on the Lincoln component could be Carl Sandburg’s biography of Lincoln. Remind students that both men often used anecdotes to build a point, win a debate or argument, and/or captivate an audience.

Activity D

To give students a glimpse of the post-Civil War Twain, assign the reading of his short story, "The Man Who Corrupted Hadleyburg." (To view the text of the story online, go to Blackmask Online). Ask students, either individually or in collaborative groups, to answer the questions on the handout, Questions about "The Man Who Corrupted Hadleyburg".

Activity E

Assign a formal essay in which you ask students to draw from their reading, research, collaborative conclusions, and class discussion to support or argue both sides of the following assertion.

In his short story, "The Man Who Corrupted Hadleyburg," first published in 1899, Mark Twain uses parody and burlesque to rail against the "pretensions, prudishness, and all kinds of pomp and circumstance" he felt had overtaken much of American culture in the last part of the 19th century.

Remind students that a successful paper of critical analysis is effectively organized around a carefully defined thesis and structural frame, and that their critical position should be vigorously defended with specific textual evidence from the literary source.

Develop rubrics for self, peer, and teacher evaluation that encourage positive feedback. Share some of the papers, focusing especially on the ways the writer uses the text to build a convincing argument.

Assessment:

Assess the students based upon the following criteria:

• level of serious and cooperative participation in research and collaborative assignments.
• level of discernment in contributions from research and in collaborative work.
• substantive contributions to class discussion and special projects.
• range and depth in analysis.
• organization, meaningful substance, rhetorical skill, and poise in formal oral presentation.
• seriousness of purpose in following through on creative writing assignments.
• alignment of written performance with writing process rubric.
• willingness to volunteer for special activities.
• general level of engagement in all activities and assignments.

Sources:

Print:

• Baym, Nina, et al., ed. The Norton Anthology of American Literature. New York: W. W. Norton & Company, Inc., 1995.
• Blair, Walter, ed. Selected Shorter Writings of Mark Twain. Boston: Riverside Editions, 1962.
• Foerster, Norman, et al., ed. American Poetry and Prose, Fifth Edition. Boston: Houghton Mifflin, 1970.
• Howells, William Dean. My Mark Twain, Reminiscences and Criticisms. Baton Rouge: Louisiana State University Press, 1967.
• Teacher, Lawrence, ed. The Unabridged Mark Twain. Philadelphia: Running Press, 1976.

Media:

• Bogart, Paul, dir. An Evening with Mark Twain. Kultur Video, 1967. Videocassette or DVD.
• Burns, Ken, dir. Mark Twain. PBS Home Video, 2002. Videocassette or DVD.

Authors:

• Jayne Karsten, English, Grades 9-12
  The Key School
  Annapolis, MD US