Naturalism Teaching UnitENG 335 Big Project Porfolio

Chelsea MilesDecember 12, 2011

Table of Contents

Introduction i

ResearchedRationale:The“MovingBox”ofHighSchool 1

NaturalismTexts 4

ProposedCalendar 6

NaturalismBackgroundLessonPlanandSlideShow 8

AuthorBiographySlideShows 12

DiscussionQuestions 13

ProjectsandTests 15

Introduction

Forthisproject,IdecidedtocreateateachingunitaroundNaturalism.Mypurposeincreatingthisunitwasformyfutureuseasateacher.ItiscommonforhighschoolstudentstostudyAmericanLiteratureduringtheirjunioryear.IfIbecomeahighschoolteacher,itispossiblethatImayteachAmericanLiterature,anditwillbenicetohavethisunitaspartofmyteachingarsenal.ThefirstsectionofthisportfoliofocusesonmyresearchandjustificationforteachingNaturalism.TheaudienceIimaginedformyresearchedrationaleismypotentialfutureprincipalwhomightnotknowmuchaboutNaturalism.Thesecondsectionofthisportfolioistheunititself.Includedareabackgroundlesson,discussionquestions,andtheprojectsandtests.Byhavingtheunitplannedout,Icantakethisunitstraightintomyfutureclassroom.

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The “Moving Box” of High School:The Benefit of Teaching American Naturalism in an English Classroom

Forthosewhohavemadeitthroughhighschool,itisacommonknowledgethatthosefouryearsofaperson’slifearebrutalanddifficult.Notonlydoesschoolputalotofpressureonteenagers,buttheentireenvironmentofconstantcompetitionamongpeersisexhausting.ThestrugglesthatteenagersfaceinhighschoolarequitesimilartothetenantsofNaturalism,aperiodofAmericanLiteraturethatfocusedon“thesordid,theunlovely”andthe“unplumbeddepthsofthehumanheart”(Norris57,60).Naturalismfocusesonthenitty-gritty,downanddirtypartsoflifethatRealismtendstoglossover.ByteachingNaturalisminanEnglishclassroom,theteacherwillberelatingthestrugglesofteenagelifetotheliteraturethosestudentsread.TeachingliteraturefromNaturalismauthorswillhelpstudentsbecompetitiveinalearningenvironment,givingthemasafeplacetousetheiraggressionandtakerisksinahealthy,creativeway,whilealsomakingliteraturethatmayseemoldandout-datedrelatable. LiteraturefromtheNaturalismgenrefocusesonman’sabilitytoconquertheirenvironmentandtheirsuccessorfailureindoingso.TheNaturalismperiodcloselycoincideswiththeRealismperiod,asauthorsfrombothperiodswroteroughlybetween1865and1914.However,whileRealistauthorswroteaboutthehumanexistenceinitsday-to-day,mundaneactivities,Naturalistauthorstriedtowriteaboutthehumanexistenceinitsstrugglesanddownfalls.Theseauthorsfocusedon“thephysicalinman’snatureandexperience”(Pizer100).Insteadofignoringthesocietalandbiologicalstrugglesthatmen,andwomen,face,Naturalistauthorsfacedthosestrugglesheadon.ThisideaofNaturalismcameaboutbecausetheseauthorsstartedtoseelifeas“a‘movingbox’ofeconomicandsocialdeprivation”(106).Asanexample,inhisnovelThe Red Badge of Courage,StephenCrane’smaincharacterHenryFlemingcomparesbeinginthearmytobeinginthat“movingbox”andthat“itinclosed[sic]him.Andtherewereironlawsoftraditionandlawonfoursides”(Crane49).This“movingbox”isametaphorforfeelingcompletelygovernedbythelawsandrulesoflife.WithintheEnvironmentalNaturalistwritings,suchasworksbyJackLondon,the“movingbox”thatcharactersfeelimprisonedindealswiththelawsofNatureandtheideathataperson’ssurroundings,especiallyinthewild,untamed,partsoftheworld,eventuallyovertakethatpersonbecauseitisthelawandwayoflife. Askanyaverageteenagerandtheywillmostlikelytellyouthatthe“movingbox”ofNaturalismexistswithinthehallwaysofahighschool;somemayevengoasfarastocomparehighschooltothewild,untamedearththatLondondescribedinhisstories.Therearecertainsociallawsandacademiclawssetforthinhighschoolandateenager’spopularityandacademicsuccessaredeterminedbyhowwellheorshefitsunderthoselaws.Ratherthanignorethisfact,teacherscanbenefitfromusingtheNaturalisticsideofadolescencewithintheEnglishclassroombyfocusingonNaturalisttexts.NotonlywillstudentsbereadingclassicAmericantexts,theywillalsobeabletorelatetothetextsbecausetheyknowallaboutlivingwithinthe“movingbox”typicallynicknamedhighschool. IfteachersusetheNaturalismsectioninawaythataccessesboth“book-learning”and“hands-on”experiences,studentswillfeelasthoughtheirlearningexperienceisnotjustacademicbased,butalsogivesthemrealworldexperience.TeachingtheworksofJackLondonandStephenCranecangiveteacherstheopportunitytheyneedtobringreal-worldexperiencesintotheclassroom.Althoughsomeeducatorsmayarguethatthereisnoneedfor

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experientiallearningintheclassroom,studentsdoneedthatexperienceinordertocompletelylearnaconcept.PsychologistLeonardSaxwritesinhisbookBoys AdriftthatstudentsneedbothaKenntnisside,or“knowledgeaboutapersonoraplacethatyou’veactuallyexperienced,”andaWissenschaft side,or“knowledgelearnedfrombooks”(28).Hesaysthereneedstobe“abalancebetweensittingandstanding,abalancebetweenclassroomworkandfieldtrips”(32)becauseonlyhavingthatWissenschaftpartoflearning“mayproduceasyndromeanalogoustotheneglectedchild”(29).Bynothavingthoseexperiences,studentsareonlylearningthemethodbehindthesubject,andnottheactualexperienceneededtousethatfactbasedknowledge.WhyteachonlythetextofJackLondon’s“ToBuildaFire”whenteacherscanusethatstorytoactuallyteachstudentshowtobuildafire,orhavethemteacheachotherbasicsurvivalskills.StudentsmayunderstandHenryFleming’sfeelingsaboutarmyenlistmentiftheyparticipateinabattlereenactment.Althoughsomeofthesestudentsmayneveractuallyneedanyofthoseskillsoreveractuallybeinthemilitary,theywillrememberthosetextsandthethemesmorewhentheyhavehadthatreal-lifeexperience.Givingstudentstheopportunitytoactratherthanjustmemorizeletsthemhaveamorecompleteandenrichinglearningexperience. TeachingNaturalisminanEnglishclassroomwillhelpteachersimplementcompetitionthatsomestudents,mostlyboys,needinalearningenvironment.LookingataNaturalisttext,itisimpossibletonotseetheimportancethatcompetitionplaysonthosepages.Charactersareconstantlytryingtooutwitandout-besttheirenvironment,especiallyinthoseEnvironmentalNaturalisttexts.Thecompetitionbetweenmanandnatureisprevalentthroughouttheentirestory.Thiscompetitionintheliteraturecanberelatabletostudents,astheyarelivinginaverycompetitivesocietyandgotoschoolinacompetitiverealm.Studentsareconstantlycomparedagainsttheeachotherintheclassroom,andwithintheirownsocialcircles.Saxsays,“Somekids—bothboysandgirls—thriveinacompetitiveatmosphere,eveniftheyoftenlose.Otherswiltandcollapse,orwithdraw,underthestressofcompetition”(42).Naturaliststoriescanhelpallofthesestudents,becausetheywillbeabletoseethatcompetitioninthestories.Knowingthatthiscompetitiondoesexist,andnotjustinhighschool,couldbecomfortingtothosestudentswhorunawayfromcompetition,whilebeingaconfidenceboostforthosestudentswhothriveincompetition.Fortheclassroom,teacherscanusecompetitioninawaythathelpstheoverlycompetitivehavetheirmomentofglory,whilehelpingtheunder-competitivegainalittlebitofthatcompetitivefire.Thetrickypartcomeswhentryingtoimplementthatcompetition.Saxsaysthatinorderforcompetitiontobeappealingtostudents,thereneedstobeclearwinnersorlosersandtheoutcomehastobeindoubt,“anybodymightconceivablywinandanybodymightconceivablylose”(45).Teacherscanmaketheactivitiesbemorecompetitivebyofferingaprizetothewinners.Also,byputtingstudentsintogroupscarefully,havingagoodmixoftheoverandundercompetitive,theoutcomesofthecompetitionwillbeindoubt.Notonlywillstudentsbereadingaboutcompetition,buttheywillalsohaveaKenntnis learningexperienceaswell.WhenreadingNaturalisttexts,aggressioncomesdraggingalongbesidecompetition.InNaturalisttexts,aggressionisverypresent;itisimpossibletotellthestoryoftheCivilWar,ahuntingtrip,orashipwreckwithoutit.AuthorsofNaturalisttextsdidnotshyawayfromtheirdescriptionsofthesebrutalevents.Thisaggression,however,canbeappealingtoatleastonegenderintheclassroom.InSax’sWhy Gender Matters: What Parents and Teachers Need to Know about the Emerging Science of Sex Differences,hesaysthatitisprettymuchfactthat“girlsandwomenrelatetoviolenceverydifferentlythanboysandmendo”(58).Whereboysusuallyruntowardsthatviolence,girlstendtorunawayfromit,andprettyquicklyaswell.Itisbecauseofthisfactthatanythingthatcouldseemviolentandaggressiveineducationistakenaway.Forinstance,someschoolshavebannedtheplayingofgamesliketaganddodgeballastheyareseenastooviolent.However,Saxsaysthattakingawaythoseactivitiescouldmeanthatthose

WorksCitedCrane,Stephen.The Red Badge of Courage.UnitedStates:SevenTreasuresPublications,2011.Norris,Frank.“APleaforRomanticFiction.”The Bedford Anthology of American Literature.ed.SusanBelascoand

LinckJohnson.Boston:Bedford/St.Martins,2008.56-60.Pizer,Donald.“RealismandNaturalism:TheProblemofDefinition.”Background Readings for Teachers of American

Literature.ed.VenetriaK.Patton.Boston:Bedford/St.Martins,2006.98-111.Sax,Leonard.Boys Adrift.NewYork:Basic,2009.Sax,Leonard.Why Gender Matters: What Parents and Teachers Need to Know about the Emerging Science of Sex Differences.Westminster,Maryland:Broadway,2006.

studentsthatplaythosegames,mostlikelyboys,willtrytofindotherwaystogettheirfillofaggressiveandviolentactivities,anditmaybeinunhealthyways(64).Hesaysthatinsteadofignoringboysandnotacceptingthedifferencesbetweenboysandgirls,thedifferencesbetweenboysandgirls“shouldbeacknowledged,accepted,andexploitedforeducationalpurposes”(63).WhatbetterwaytoexploitthataggressionthanwiththeaggressivetextsofNaturalism.Byhavingacombinationofcreativeandaggressive,competitivebasedactivitiestogoalongwiththetexts,teacherscanfeedtothepreferencesofboththegirlsandboysintheirclass.Thiswillgivethehealthyenvironmentneededforthoseaggressivebeings,butwillalsogivethecreativeatmospheretotheunaggressive.TherisksthatcharactersinNaturaliststoriesfacerelatetotherisksthathighschoolstudentsfaceeveryday.Thoseriskscanrangefromthesimplistic,whetherornottowearacertainshirt,tothepotentiallylifechanging,whetherornottojoinanewclub.Thesetwoexamplesshowthemorepositiverisksthatteenagersface,butteenagersalsofacesomeverynegativeanddangerousrisksaswell,suchasdrugs,alcohol,andsex.IntheNaturaliststories,whencharacterstakerisksthataredangerous,itusuallykillsthem,suchaswiththemanin“ToBuildaFire.”Seeingthedangeroussideofrisk-takingcouldhelpstudentsseethepotentialconsequencesoftheirdecisions.Saxexplainsthat“Riskyanddangerousactivitiestriggera‘fightorflight’responsethatgivesatingle,acharge,anexcitementthatmanyboysfindirresistible”(42).ThefightorflightresponseisprevalentinNaturalism,suchasinHenryFleming’sdecisiontofightorfleefromthebattleshefacesinThe Red Badge of Courage.Whenteenagestudentsfacearisk,theymustalsomakeadecision,whethertofightorflee,whethertojointhatnewclub,orsticktotheregularroutine,orwhethertohaveunprotectedsex,ordecidetowait.Understandingriskybehaviorandseeingthoseconsequenceswillbebeneficialtothosestudentsandgivethemnotonlyscholarlyknowledge,butalsousefulreal-worldknowledge.TeachingNaturalismintheEnglishclassroomgivesteacherstheopportunitytouseliteraturewiththemessimilartothestrugglesthattheiradolescentstudentsfaceeverydaywithinthefourwallsofthe“movingbox”ofhighschool.Byusingthethematicpartsofthatliteratureandsculptingactivitiesaroundthatliterature,teacherscanmakethoseclassicstoriesinterestingtotheirstudents,whilealsogivingthemacompletelearningexperience,bringingthereal-worldintotheclassroom,andmakingthereal-worldconquerable.

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AsIstartedmyresearchforthisproject,Idecidedtofocusmyteachingunitspecificallytothemoreenvironmentalor“natural”sideofNaturalism.ImadethisdecisionbecauseIsawmoreopportunitiesforcreativeprojectsformystudents,andIbelievethattheywouldenjoythispartofnaturalismcomparedwiththesocietalside. WhenIresearchedenvironmentalNaturalism,Ifoundtwoauthorsthatspecificallywroteinthisstyle.Therefore,thetextsIhavechosenarefromthesetwoauthors,JackLondonandStephenCrane.Myproposedplanforthesetextsistohavethreeshortstoriesthatwereadeveryyear,andhavetwonovelssetasideandswitchwhichonewereadyearbyyear.BelowaretheshortstoriesandnovelsIhavepickedout,theirbriefsummariesandhoweachrelatestoNaturalism.

Short Stories:

Crane,Stephen.“TheOpenBoat.” Fourmenareshipwreckedinalifeboat.Eachmanhashisroleaboardtheship:Theoiler,Billy,andthecorrespondentrowtheboat,thecookbailsouttheboat,whiletheinjuredcaptainsupervisesthemenandkeepsupmorale.Thementrytofindasafehouseonanisland,butwhentheystarttoapproach,theyrealizethatitisabandoned.Themendecidetostayatseaaslongastheycanbeforetheirboatcapsizes.Theoilerandcorrespondentcontinuetorow,despitebeingexhausted.Thecaptaindecidesthemenshouldtrytogotoshore.Theyrowtowardstheislanduntiltheboatcapsizes,andthentheystarttoswim.Themenmakeittotheisland,butintheprocessBillydies.Theislandturnsoutnottobeabandoned,andthepeoplehelpthemen. Relates to Naturalism: ThisshortstoryisaboutfightingtheelementsofNaturalismbyaccident.Noneofthesemenchosetheirenvironment.

London,Jack.“TheLawofLife.” OldKoskooshisleftbehindwhenhistribemigrates.Heisleftbehindbecauseheisoldandweak.KoskooshdecidesthatthisisjustapartoftheLawofLife,thateverything,evenaperson’slife,isdeterminedbythenaturalelements.Ashesits,Koskooshrememberstimeswhentimesweregoodandbadforhispeople.HealsoremembersahuntingtripinwhichheandZing-hawentafteramooseandalmostcapturedit.SoonKoskooshhearsrustlingandheseesthemooseanditsherd.TheherdattacksKoskooshandhedies. Relates to Naturalism:ThisshortstoryshowshowindigenouspeoplearedependentonNatureandhowitshapestheirlives.

Naturalism Texts

London,Jack.“ToBuildaFire.” AmanandhisdogtravelthroughtheYukoninthewintertime.Themanhasknowledgeofsurvivingwithintheterrain,butknowsthatoneminormistakecouldmeanhislife.Heknowsthatfireislifeinthefreezingtemperatures.Whenhefallsthroughthiniceintothefreezingwaterbelow,hemustthinkquicklyandtobuildafireandthawout.Butinhishurry,hemakesanotherminormistakeandhisfireisputoutbymeltingsnow.Themanisunabletobuildanotherfire,althoughhetries,andheendsupdying. Relates to Naturalism: ThisshortstoryshowshowpeoplemayhavetobeattheelementsofNaturalismbychoice,andthatchoicecanbedeadly.

Novels:

Crane,Stephen.The Red Badge of Courage. HenryFlemingenliststofightwiththeUnionArmyduringtheCivilWar,despitehismother’swarnings.Atfirst,Henry’sregimentdoesnothingbutsit,waitingfortheirtimetofight.Thenhisarmygetsacalltomarchtowardsbattle.Themencomplain,sayingthattheywouldrathersitandwaitforthebattleinsteadofmarch.Henryeventuallyfacesmultiplebattles.Thefirsttime,hefights,andherealizesthatheisjustacoginthewheelandtheregimentareindividuallylikeanimals.Thesecondtimehefights,herunsawayfromthebattle.Ashewalksbacktohisregiment,herunsintoJimConklin,afriendwhohasbeenbadlyinjured.HestayswithJimuntiltheinjuredsoldierdies.HenrythenrunsintoatatteredsoldierwhoasksHenrywherehisinjuriesare.Henryfeelsguiltyandheleavesthatsoldiertodiealone.Henryreturnstotheregimentanddecidestostayandfightthenexttime.Hedoesfightwiththeregiment,buttheyaretoldbytheofficersthattheydidnotfighthardenough.HenryandhisfriendWilsonresolvetofightevenharderduringthenextbattle.Duringthatnextbattle,theyseethecolorguardgethit,andtheyargueandfightoverwhoshouldgettobethenextcolorguard.Henrywins,andhefindsthechancetoprovehisbraverybybeingthenewflagbearer. Relates to Naturalism: ThisstorynotonlygivesinstancesofsocialNaturalism,butthereareelementsofenvironmentalNaturalismaswell.Henryfindsthatthewoodsfightagainsthimwhenherunsaway.Also,throughoutthenovel,thesoldiersareconstantlycomparedtoanimalsandaredescribedinanimalisticways.

London,Jack.The Call of the Wild.*Ihavenothadthechancetoreadthisnovelyet,butIwantedtoincludeitasanotherpossibletexttobeused.

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Proposed Calendar

ThefollowingisaproposedcalendarfortheNaturalismUnit.Discussionquestionsandexplanationsforassignmentsandprojectswillbegiveninlatersections.

Day One: Background Lecture-The“NaturalismBackground”lessonplanhasbeendesignedtostartofftheunit.Thisbackgroundlecturewillhelpstudentsbetterunderstandandinterpretthetextswewillread.Day Two: The Law of Life-Ashortpresentation/biographywillbegivenonJackLondon(providedin“TestsandProjects”)-ReadanddiscussJackLondon’sshortstoryThe Law of Life. Iamstartingthisunitwiththisstorybecausethe“LawofLife”inthestoryfitswiththecharacteristicsofNaturalismIhavegiveninmybackgroundlecture.ThistextwillbeagoodintroductiontotheotherNaturalismtexts.AssignedHomework:ReadTo Build a Fire.Day Three: To Build a Fire-Areadingquizwillbegivenatthebeginningofclasstomakesurestudentsreadthestory.-Ifneeded,finishup“Law”discussion.-Discuss“ToBuildaFire”withgivenquestions.-Introduceproject:SurvivalGuidesDays Four-Five: Research Days-ThesedayswillgivestudentsanopportunitytoresearchinformationfortheirSurvivalGuideproject.Day Six-Seven: Class work time/Group Presentation Preparation-Givestudentstimetoworkintheirgroupsoncreatingtheirsurvivalguides.Providesomematerials,butifstudentswantsomethingotherthanwhatyouhave,theywillneedtobringittoclass.-Studentswillalsoneedtodiscusshowtheywanttopresenttheirsurvivalskilldemonstrations.

-Ifstudentsfinishwithinashortamountoftime,bepreparedtoleadoffpresentationsearlywithyourdem-onstration.

Days Eight-Ten: Presentation Days-Studentswillpresenttheirsurvivalguidesandsurvivalskillsdemonstration.AssignedHomework(Day10):ReadsectionsI-IVofStephenCrane’sThe Open Boat.Day Eleven: Open Boat Day one-Beginwithreadingquiz-Shortintroduction/biographyofStephenCrane.-Discusswithdiscussionquestions.AssignedHomework:FinishreadingThe Open Boat.

Day Twelve: Open Boat Day two-Beginwithreadingquiz-FinishdiscussionofOpen Boat.-Rowingactivity.Days Thirteen-Eighteen: Read either The Red Badge of Courage or The Call of the Wild-Alternatethenovelseverycoupleofyearstoensurethatstudentsaren’tcopyingfromfriendsorfamilymembers.-Begineachdaywithareadingquiz.-Eachclasswillhavesomediscussionaboutthebooksofar.AssignedHomework:Decidehowtosplitupthenovelsforassignedreading.OnDay15,assignthefinalexamfortheNaturalismsection.Day Nineteen:Final Activity Day for Novel-ForThe Red Badge of Courage,“protecttheflag”game.-ActivitiesforCall of the Wildcanbecreatedafternovelisread.Day Twenty (possibly day one of another unit): Final Exam Due

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Naturalism Background Lesson Planand Slide Show

*This section will more than likely follow a Realism unit, and some questions may relate back to that previous knowledge and show the relation to Naturalism.

Attention Getter:-BeginlecturewithMan vs. Wildclip.Thisclipislikenaturalismforourday,andthiswillgetstudentstowonderwhatwewillbedoingfortherestoftheunitbyusingatelevisionshowtheymaybefamiliarwith.

Bulk of the Lesson:-UseattachedpowerpointtolectureaboutNaturalism.Belowarefollowingnotesandquestionstoaskforeachslide.

Slide 3: Naturalism, the new Realism?-AskstudentswhatcharacteristicstheyrememberaboutRealism.SomepossibleanswersmaybetheeverydaylifeofthetypicalAmerican,mundaneandhardpartsoflife,etc.-ExplaintostudentsthatNaturalismbuildsonthesecharacteristics.FollowingtheFrankNorrisquotetellstudentsthatNaturalismgoesmoreintotheemotionsandhumanbehaviorthatRealismbarelyreached,thatwhilerealismfocusedonthemundanepartsoflife,naturalismfocusedonthetragediesofmundanelife.

Slide 4: “Survival of the Fittest”-Togagethelevelofpreviousknowledge,askwhattheyknowaboutDarwin’sideasofnaturalselectionandsurvivalofthefittest.Possibleanswers:somespeciesaremorepowerfulthanothersandhaveabetterchanceofsurvival.ReadthequotebyCharlesDarwin.TellstudentsthatNaturalistsusedsomeoftheseideasintheirliterature,asitrelatedtosocietyandhumanbeings.Forexample,thoseintheworkingandlowerclasseswereatadisadvantagebecausetheyhadbeen“naturallyselected”andwerelesslikelytosurvivethestrugglesoflifethanthoseintheupperandmiddleclasses.

Slide 5: Characteristics of Naturalism-TellstudentsthatthebasicpremiseofNaturalisticliteratureisseeinghowpeoplebehaveandreactinsocialandnaturalenvironments.Thesebehaviorscanbedeterminedbybiology(fightorflightresponse,age,gender),economics(classsystem:upper,middleandlower),andtheenvironment(battlingagainsthardterrains,ruralorurban).-Anotherpremisefocusesoncharacters’extremeemotions,theirresponsetotheseforces.InRealism,wegotverylittleemotion,whereinNaturalismthedescriptionofthesereal,rawemotionsalmostmakesyoufeelthemaswell.

-Natureworksagainsttheindividual.Inotherwords,whilethecharacterstrytoovercometheenvironmentsurroundingthem,thatenvironmentisovercomingthem.-Thislastideaandthepreviousonetietogether,becausewiththisideathatNatureisoverpoweringthecharacters,itmeansthattheirwillissubjecttothatenvironment.Theirlivesaredeterminedbecauseoftheenvironment,socialornatural,anditusuallycomesoutontop.

Slide #6 and 7: Social Naturalism*EventhoughthisunitfocusesmainlyonEnvironmentalNaturalism,abasicknowledgeofSocialNaturalismshouldbegiven,especiallybecauseThe Red Badge of CouragehasbothsocialandenvironmentalNaturalism.-SocialNaturalismfocusesoncharacters’strugglesinsocialsituations,“naturalselection”asitoccursinthe“urbanjungle.”Thesestrugglesincludetheworkingclasssituations(factories,breadlines),differencesinclasses,andtheeffectsoftheeconomy.-Showstudentsthetwopicturesonslide#7.TheoneontheleftisapictureofabreadlineinNewYorkCity.ThesecondisthecoverforStephenCrane’snovelMaggie.Explainhowbothofthesepicturesshowthestrugglesoftheworkingclass(economyleadstotheneedforgovernmentsupportforfood,girlsledintoprostitutiontoearnmoney).

Slide #8-9:Environmental Naturalism-TellstudentstheclipthatwasshownatthebeginningofthelectureisanexampleofEnvironmentalNaturalism:survivalagainstthenaturalelements,wheresocialnaturalismfocusesonurbansettings,environmentalnaturalismfocusesonsurvivalinthewild,untamedpartsoftheworld.-Charactersinthesestoriesareputintohostilesituationsinnature,andtheyhavetotryandsurvivetheforcesactingagainstthem.-Showthepicture“TheGulfStorm.”AskstudentswhatelementsofNaturalismwe’vetalkedaboutsofartheycanseeinthepainting(thesharkscirclingtheboat,thewavestippingtheboat,thestormyclouds,etc.).

Wrap-up: -TellstudentsthatwewillbefocusingontheEnvironmentalNaturalismsectionfortheunit.JustasweusedtheclipofMan vs. Wildasanexample,askstudentsiftheycanthinkofanyexamplesfromtelevision,movies,orbooksofEnvironmentalNaturalism(i.e.Survivor, Hatchet, The Hunger Games, 27 hours, The Office “Survivorman”episodeisasatiricalversionofNaturalism).

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Author Biography Slide Shows

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Dicussion Questions

Jack London’s “The Law of Life”1.Whatisthe“LawofLife”?HowdoesitfitinwiththecharacteristicsofNaturalism?2.Howisthetribedependantonnature?3.WhydoesthetribeleaveKoskooshbehind?4.Whyisthestoryofhuntingthemoosesignificant?

Jack London’s “To Build a Fire”1.WhyisthemantravelingaloneintheYukon?2.Whoaretheboyshekeepsreferringto?3.InNaturalisttexts,humansareusuallycomparedtoanimals.Howdoesthemancompareandcontrasttohistravel-ingcompanion,thedog?4.Whyarethemanandthedogunnamed?

Stephen Crane’s “The Open Boat”1.Howdoesthemen’ssituationinthisstorycomparetotheotherstories?2.Whyarethemensowillingtofollowthecaptain?Whatdoesthatsayabouthispersonality?3.Whatarethenaturalelementsworkingagainstthemen?Whyaretheydangerous?4.Ifyouwerethecaptain,wouldyoutaketheboatbackouttosealikethemendid,orwouldyoutrytoswimtotheshorewithnosignofhelp?5.WhatisthesignificanceoftheseparationofsectionsIVandV?Whyisitmoreimmediatethantheprevioussepara-tions?6.Whyistheoilerseemtobemorewillingtorow?7.Whyisitsignificantthattheoileristheonlycharacterwithaname?8.Theexperiencein“TheOpenBoat”isbasedonanactualexperiencethatStephenCranehad.Doyouthinkthathav-ingthatfirst-handexperienceaddsmorerealismtothestory?

Stephen Crane’s The Red Badge of Courage1.IsHenry’smotherreallyunsympathetictohimgoingtowar,orissheshowingheremotionsinaguardedway?2.Howisthesettingofthisnovel,abattlefield,anexampleofbothSocialandEnvironmentalNaturalism?3.WhydoesHenrywanttogotowar?Arehisreasoningsaltruisticorselfish?4.WhatdoesHenrywanttoprovetohimself?5.WhatareHenry’sideas/viewpointsonwar?Howdotheychangethroughoutthenovel?6.HowcanyoucompareHenry’sreactionstothefightvs.flightresponse?Darwin’sNaturalSelection?

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7.WhyisitsignificantthatHenrycompareshimselftoasquirrel?8.Whatisa“redbadgeofcourage”?WhydoesHenrywantone?9.WhydoesthetatteredsoldierirritateHenry?Whatdoesherepresent?10.WhatdifferentanimalsareHenryandtheregimentcomparedto?Isthereacorrelationbetweentheeventthattheanimalsarerelatedto?11.Whydothemenintheregimentgetangrywhentheirofficerssaytheyaren’tworkinghardenough?Whywouldtheofficersmakethosecomments?Doyougetmotivatedbynegativefeedback?12.Bybeingthenewflagbearer,Henryfeelsasthoughheisfinallyabletobeawarhero.Isthisheroismcomparedtotheothersoldiersinthestory(specificallythosewhodied)?13.DoesHenrydiscardhisoriginalromanticviewpointsofwarbytheendofthenovel,orishestillabitdeluded?14.Imagineyouweretoenlistinthearmytoday.WouldyourreactionstowarbesimilarordifferentfromHenry?Doesagehavesomethingtodowiththoseviewpoints?Jack London’s Call of the Wild*DiscussionQuestionscanbecreateduponreading.

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Projects and Tests

Reading Quiz for “The Law of Life”1.WhyisOldKoskooshleftbehind?2.WhatistheLawoflife?3.Whoisthe“craftiestofhunters”?4.Whatanimaldothehunterstrytohuntdown?5.HowdoesnaturegetthebestofKoskoosh?

Reading Quiz for “To Build a Fire”1.Whatisachechaquo?2.Howcoldisitatthebeginningofthestory?3.Howmanyfiresdoesthemansuccessfullybuild?4.Whatistheman’srelationshiplikewiththedog?5.Howdoesthemandie?

Reading Quiz #1 for “The Open Boat”1.Whoallareontheboat,andwhataretheirjobs/posi-tions?2.Whichanimalsurroundstheboatandisdescribedbytheoilerasan“uglybrute”?3.Whathappenswhentheymakeittothehouseofrefuge?4.Whatistheoiler’sname?

Reading Quiz #2 for “The Open Boat”1.Whatdothemenintheboatdecidetodowhentheyfindthehouseabandoned?2.Whyisitdangerousforthementocontinuetobeintheboat?3.Whothinkstheyaregoingtodrown?4.Whodies?

Reading Quiz Questions for Red BadgeWhothinksthearmyisgoingtomove?WhydoesHenrywanttofightinthewar?Whodoesn’tlikebeingmoved,justtositanddonothing?WhatdoesHenrystarttothinkaboutfightingandthearmy?DoesHenryfightinthefirstbattle?DoesHenryfightinthesecondbattle?WhatisoneanimalthatHenryiscomparedto?HowdoesHenryrationalizerunningawayfromthebattle?HowdoesthelandscapereacttowardsHenry?WhydoesHenrynotwanttotalktothetatteredsoldier?Whatisaredbadgeofcourage?WhyisHenryjealousofthedeadsoldiers?HowdoesHenrygetacceptedbackintotheregiment?WhohelpsHenrywhenhereturnstotheregiment?HowdoesHenryfightinthenextbattle?Whataretheofficers’reactionstothesoldiers?HowdoHenryandWilsonreacttotheofficers’statements?Whostartstocarrytheflagafterthecolorbearerdies?Howmanyprisonersarethere?WhatareHenry’sfeelingsaboutcouragebytheendofthenovel?

Survivor Assignment:Thisassignmentwillhelpbringhealthycompetitionintotheclassroom.Divideclassintogroupsoffour.Eachgroupwillbegivenadifferentterrain/landscape.Withthisterrain,theywillcreateandpresentasurvivalguideanddemonstrateasurvivalskillrelativetotheirterrain.Afterthepresentations,theclasswillvoteonwhichgroup’spresentationwasthebestandtheywillbeawardedthetitleof“UltimateSurvivor.”Itwouldalsobehoovetheteachertooffersomesortofprizetogoalongwiththattitle(extracredit,somesortoftreat,maybeatrophy).

Part One: Survival Guides 1.Eachgroupwillbegivenclasstimeforresearchandputtogethertheirguide.Thepossibleterrainsforthe projectareasfollows:

-AmericanDesert -AfricanDesert -Rainforest/Jungle -Mountains -Swamp -Coastal -Tropical/Island -GreatPlains -Grasslands(Africa)

2.Thesurvivalguideswillhavethefollowingelements:

a.Howyougotthere(choice,accident,etc.) b.Snapshotofterrain c.Typesofdangers(animals,plants,landscapedangers) d.Basics:Food,shelter,water,etc. e.Skillsyoumightneedspecifictoyourterrain(treatmentforsnakebites,duststorms,etc.)

-Asagroup,studentswillwritepartatogether.Eachstudentinthegroupwillthenresearchoneofthere mainingparts.Studentswillthencollaboratetheirresearchanddesignasurvivalskill.

Part Two: Survival Presentation and Skill Demonstration 1.Eachgroupwillpresenttheirsurvivalguidesanddemonstrateandteachasurvivalskilltotheclassthatis uniquetotheirterritory.Remindstudentstobeextracreativeinordertogettheirclassmatesvotefor “UltimateSurvivor.”

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“Open Boat” rowing exercise:1.Forthisactivity,splittheclassintogroupsoffour.Beforeclassstarts,havemeasuredoutontheclassroomfloorthespacewithinasmallboat.Havethestudentsdecidewithintheirgroupwhowillhavewhatpositionfromthestory(tworowers,abailer,andthecaptain).Providesomeoarsandabucketforeachgroup.

-Ineachboat,havelittlescrapsofbluepaperorsomethingsimilarforthebailertotakeoutoftheboat;nexttoeach“boat”haveanotherlittleboxforthebailertotransferthepaperstoinordertokeeptheactivityfromgettingmessy.Goaroundtheroomandcontinuetoputmorepaperintotheboats.-Havetherowersswitchbetweeneachotherevery5minutes,andmakesuretheyareconstantlyrowingduringthattime.-Eachcaptainwillbetheteamleaderandisresponsibleformakingsuretheothergroupmembersareontaskandkeepingupteammorale.

2.Havethisactivitygofor15-30minutes(possiblywhilereadingpassagesofthestory.Cometogetherattheendandaskwhattheythoughtoftheexperience.

Red Badge activity:-Forafinalactivity,anddependingonwhattimeoftheyearthestoryisread,havethestudentsmakeflourbombsandreenactabattlefromthestory.Havesomeonebetheflagbearerforbothsides,andeachsideneedstoprotecttheirflagbearer.Otherpossiblemediums,waterballoonsordodgeballs.Final Exam:-Insteadofatest,studentswillbeaskedtowriteatwo-threepageresponsetooneofthefollowingtwoquestions: -WherehaveyouseenelementsofNaturalisminyourownlife(books,movies,school,etc.)

-Ifyouknewyouweregoingoutonanexpedition,whatarefivethingsthatyouwouldmakesuretotakewithyou?

Part One: Survival guidesAs a group, you will create a surivial guide (think Surivial 101 or Surival for Dummies). Feel free to add any elements to your guide other than what is in the required list below.

1. The first thing you need to write as a group is a story of how you arrived at your terrain. Maybe it is a class field trip, you were traveling and there was an accident, etc. Write the events that led to you being in your assigned terrain.

2. Next are the parts that must be researched for your survival guide. You must incorporate each of the follwoing into your group’s survival guide:

-Snapshot of terrain, what is the landscape like -Types of dangers (animals, plants, landscape dangers) -Basics: Food, shelter, water, etc. -Skills you might need specific to your terrain (treatment for snake bites, dust storms, etc.)

Below are some websites to help you start your research. Don’t forget to cite your sources.

-Wilderness Survival: http://www.wilderness-survival.net-Discovery Survival Zone: http://dsc.discovery.com/survival/- Survival Topics: http://www.survivaltopics.com/survival/the-5-basic-survival-skills

Part Two: Survival Skills1. As a group, come up with one survival skill specific to your terrain that you would like to teach to the class. Prepare as a group to teach that skill with your final presentation. Let me know before hand if you need any specific materials, or if there are any potential hazards to your skill that would prevent us from learning indoors.

It’s time to decide who in our class would be ultimate survivors when forced to battle against the natural elements. In groups of four, you will be assigned to research a terrain. Your task: figure out the best way for your group to survivor this terrain. After each group has presented their survival methods, we will vote as a class to determine which group are the ultimate survivors. Not only will you win bragging rights, but you will also win a special prize. Be creative, have fun and good luck!

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