The Great Gatsby in the American Classroom
In determining why The Great Gatsby is so frequently assigned at various education levels, my thoughts reverted to our discussion on the Vendler text and the premise that teachers may be attempting to seduce their students into learning. In connection to this discussion, I reflected on my own classroom and what I hope to achieve with my students. I find the "seduction" of students to be an integral component in teaching students to appreciate the learning process. Not all learning is "fun," but I attempt to teach my students that it can at least be an interesting process.
Do I teach Gatsby in my own classroom? No. Do I think it is a significant text to be taught? Yes. Do I think Gatsby should be included in the literary canon? I think that question is irrelevant. This is because teachers, if educated well, should be able to determine the needs of the classroom Sometimes these needs go beyond or outside of the literary canon. I understand the relevance of the literary canon to English studies, but I also perceive the canon primarily as a tool or resource for the teaching of English. The canon also helps to preserve works of literature, but mere usage also helps to preserve. If works of literature are continually used in the classroom because of their relevance and usefulness, then there is not truly a need to encapsulate that work of literature in the canon to preserve it. That preservation occurs through popular use. Being exposed daily to the challenge of engaging minds in a discourse on literature, I believe it is possible, and sometimes necessary, for teachers to structure their material to fit the needs of their students. Gatsby is one such novel that appears to be filling this role.
In the preface to The Great Gatsby, Matthew J. Bruccoli asserts that
The Great Gatsby is a classic-a novel that is read spontaneously by pleasure-seekers and and under duress by students. A popular classroom fallacy holds that classics are universal and timeless. Literature has staying power, but it is subject to metamorphosis. (vii)
The Great Gatsby is pushing its way into more and more classrooms, because it is interesting as a literary work and, moreover, because it remains relevant to issues in modern society.
Web. The Web. The Web. 17 Oct. 2014. The "Great Gatsby" Novels for Students -.
Life is a wheel rolling inexorably forward through the temporal realm of existence. There are those that succumb to its motion and there are a certain few, like Christ and Napoleon, who temporarily grasp the wheel and shape all life around them. "Normal" people accept their positions in life and are bound by law and morality. Extraordinary people, on the other hand, supersede the law and forge the direction and progress of society. Crime and Punishment, by Fyodor Dostoevsky, is the story of a group of people caught beneath the wheel and their different reactions to their predicament. One individual, Raskolnikov, refuses to acknowledge the bare fact of his mediocrity. In order to prove that he is extraordinary, he kills two innocent people. This despicable action does not bring him glory or prove his superiority, but leads to both his physical, mental, and spiritual destruction. After much inner turmoil and suffering, he discovers that when a person transgresses the boundaries of morality and detaches himself from the rest of humanity, faith in God and faith in others is the only path to redemption.
Gross, Dalton, and Maryjean Gross, eds. Understanding "The Great Gatsby": A Student Casebook to Issues,
Does The Great Gatsby merit the praise that it has received for many decades? “Why I despise The Great Gatsby” is an essay by Kathryn Schulz at New York Magazine in which Schulz states that she has read it five times without obtaining any pleasure from it. Long viewed as Fitzgerald’s masterpiece and placed at or near the uppermost section of the English literary list, The Great Gatsby has been used as a teaching source in high schools and universities across the United States. The novel is narrated by Nick Carraway, a Midwesterner who moved to Long Island, next door to an elegant mansion owned by a mysterious and affluent Jay Gatsby. The story follows Gatsby and Nick’s unusual friendship and Gatsby’s pursuit of a married woman named Daisy.
Considered as the defining work of the 1920s, The Great Gatsby by F. Scott Fitzgerald was published in 1925, when America was just coming out of one of the most violent wars in the nation’s history. World War 1 had taken the lives of many young people who fought and sacrificed for our country on another continent. The war left many families without fathers, sons, and husbands. The 1920s is an era filled with rich and dazzling history, where Americans experienced changes in lifestyle from music to rebellion against the United States government. Those that are born into that era grew up in a more carefree, extravagant environment that would affect their interactions with others as well as their attitudes about themselves and societal expectations. In this novel, symbols are used to represent the changing times and create a picture of this era for generations to come. The history, settings, characters, and symbols embedded in The Great Gatsby exemplify life in America during the 1920s.
Although after reading “The great Gatsby” one may get a feeling of hopelessness, it one of those novels that leaves you inspired even long after reading it. It’s a masterpiece not only because of the thrillingly brilliant plot or memorable characters but also because of the life lessons that it teacher to the reader. It is not just a typical ...
... himself in the service of others. Though Raskolnikov initially holds the belief that he is a higher being among others, his sense of regret and internal conflict after the murder shows otherwise. If Raskolnikov truly embodied the ubermensch as he envisioned himself to, he would show no sign of sorrow for bringing “happiness” to the rest of society, as well as providing justice for all the people Alyona Ivanovna has scammed. In Crime and Punishment, Raskolnikov’s sense of emotional and physiological regret works against him, and helps portray to readers his false sense of justice and self image. By using murder as a key event, Dostoevsky gives readers an opportunity to understand the protagonists’ logic and justification for killing, how the character would react in such extreme situations, and how those reactions reflect his view toward society and his own beliefs.
Hermanson, Casie E. “An overview of The Great Gatsby.” Literary Resource Center 2011. Literary Resource Center. Gale. 12 Jan. 2011
Batchelor, Bob. Gatsby: The Cultural History of the Great American Novel. Lanham: Rowman & Littlefield, 2014. Print.
Society today is split in many different ways: the smart and the dumb, the pretty and the ugly, the popular and the awkward, and of course the rich and the poor. This key difference has led to many areas of conflict among the population. The rich and the poor often have different views on issues, and have different problems within their lives. Moral decay and materialism are two issues prevalent among the wealthy, while things such as socio-economic class conflict and the American dream may be more important to those without money. Ethics and responsibilities are an area of thought for both classes, with noblesse oblige leaning more towards the wealthy. The world in the Roaring Twenties, shown in The Great Gatsby by F. Scott Fitzgerald, and the world today all hinge on the same ideas and issues, the most basic of which is the difference between the poor and the rich.
Another reason a patient may opt to euthanasia is to die with dignity. The patient, fully aware of the state he or she is in, should be able choose to die in all their senses as opposed to through natural course. A patient with an enlarged brain tumor can choose to die respectively, instead of attempting a risky surgery that could leave the patient in a worse condition then before the operation, possibly brain-dead. Or a patient with early signs of Dementia or Alzheimer’s disease may wish to be granted euthanization before their disease progresses and causes detrimental loss of sentimental memories. Ultimately it should be the patient’s choice to undergo a risky surgery or bite the bullet, and laws prohibiting euthanasia should not limit the patient’s options.
Thirteen million Malagasy inhabit Madagascar. Exactly how and when the early Malagasy discovered and settled the island is not known. They have a dual Indonesian and African origin, attested by their physical features, language, agricultural practices, and customs. In spite of their diversity, they are united by a common language, rooted in the ancient Malayo-Polynesian, ancestor of the tongues spoken in the vast area bounded by Hawaii, the Tuamotu and Madagascar. The modern language has been enriched by words imported from Bantu tongues, Swahili, Arabic, English and French.
In 1975, Didier Ratsiraka established a “quasi-Maxist state” full of social and economic reforms, keeping friendships with Communist states (Butler, “A Historical Timeline for Madagascar”). He completely reversed his policies when the communist system failed, leading into an era of Malagasy free-market economy, well received by the western powers (Gascoigne). He was forced out of office in 1991 by Malagasy rioters who demanded a new, multiparty government, yet he was reelected in 1997, serving as a “preparation for the post-colonial generation represented by Ravalomanana” (Munene). Ravalomanana’s election was that of force, an indication of the years to come in Malagasy government; elections followed the trend of corruption and invalidity, a common theme in colonial and post-colonial Africa. What happened in Madagascar can therefore be seen as a snapshot of Africa in post-colonial times, and provides a perfect example of the French’s lack of aid and preparation given to its newly independent
Ferretti, C. (2010, February 1). 3 Warren library branches may shut. The Detroit News. Retrieved February 8, 2010, from http://detnews.com/article/20100201/METRO03/2010322
Both Doctor Frankenstein and the Samsas only reacted unpleasantly to their sons’ forms because society had taught them what the norm for a human was and what they were supposed to be afraid of. If no stereotype had existed, they would have gone on loving their sons unconditionally. But because society feels the need to judge things based on their appearance, both of these nightmares occurred. Both Shelly and Kafka show us perfect examples of this unfortunate state of affairs. Because of this, many “beautiful people” were forced to suffer at the hands of the not so beautiful.