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ERIC Number: ED468941
Record Type: Non-Journal
Publication Date: 1999
Pages: 44
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
"Huck Finn" in Context: A Teaching Guide.
Schulten, Katherine
This guide contains a detailed, six-section curriculum that frames the debate over Mark Twain's novel "Huck Finn," asks students to think critically about it, and helps them to see the novel in a richer historical and literary context. The first section introduces students to the history of the controversy surrounding "Huck Finn" and touches on the racism that supported the system of slavery. Section two of the guide addresses charges that Jim is more a stereotype than a fully realized character. The third and fourth sections deal with character development, satire, irony, point of view, and authorial intent in relation to Jim and Huck's roles in the novel. The fifth section introduces "Narrative of the Life of Frederick Douglass" as an example of the important slave narrative literary tradition. Section six presents a variety of culminating activities in which students use writing, debates, drama, and oral presentations to document their knowledge, analyze how they feel about the controversy, and explore the meaning of the novel. Each section includes an explanation of the section, companion readings for teachers and students, teaching suggestions, discussion questions, and activities. The activities address the four components emphasized by the National Standards for Language Arts: reading, writing, speaking, and listening. Includes a general resources section, which lists 12 Web sites and 9 organizations. (Contains 62 references.) (PM)
Educational Print and Outreach, WGBH, 125 Western Ave., Boston, MA 02134. Tel: 617-492-2777, ext. 3848; e-mail: WGBH_Materials_Request@wgbh.org; Web site: http://www.pbs.org/teachersource. For full text: http://www.pbs.org/wgbh/cultureshock/teachers/huck/.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: WGBH-TV, Boston, MA.