An Introduction to Victorian Literature:

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Evelyn Lane
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1 ! An Introduction to Victorian Literature: Strange Case of Dr. Jekyll and Mr. Hyde & Jude the Obscure CurricularUnit

2 2 LettertoTheParents) DearParent/Guardian, Overthecourseofthenext5weeks,ourclasswillbeexploringtheVictorianeraand Victorianliteraturethroughthelensoftwonovels:RobertLouisStevenson sstrangecase ofdr.jekyllandmr.hydeandthomashardy sjudetheobscure.thenovels,whilenot exhaustiveinanysense,norforemostasrecognizablepiecesofvictorianliteraturelike, say,dickens DavidCopperfield),nonethelessarewonderfultextsfortheexplorationofthe VictorianeraandVictorianliterature,astheytouchonawidevarietyofsignificant VictorianOspecificsocioOhistoricalcircumstancessuchasbutnotlimitedto):educationand accesstoeducation,empireandcolonialism,technologicalandscientificadvancement, medicaladvancement,industrialization,urbanization,socialstatusandclassdivision,the emergenceandadvancementofsocialscienceincludingpsychology),andthesocialcode andsocialresponsibility. Inadditiontothetwonovelsthatarethefocalpointsofthisunit,studentswillbe introducedtoawidevarietyofexternalsources/outsidetextsthatwillhelpstudentsto createconnectionsbetweenthetwopiecesofliteratureandthespecificsocioohistorical contextofthevictorianera.theseexternalsources/outsidetextswillprimarilybe comprisedofscholarlyarticlesthatprovidebothcontemporaryandupdated interpretations,analysisand/orcritiquesofthetwonovelsthatdrawuponboththesocioo historicalcontextfromwhichthenovelsemergedaswellasmoremodernideaslike feminismandstructuralismamongotherideas). Finally,yourchild sgradefortheunitwillbebaseduponprimarily3criteria:1) Classparticipation,asevidencenotonlythroughparticipationinclassdiscussion,butalso throughthecompletionofavarietyofquickwriteactivitieswhichstudentswillshareout withtheclass)andthesharingoutofstudentresearchwhichwillrequirestudentstolook upfactsregardingspecificsocioohistoricalissues/circumstancesextantduringthe Victorianera;2)Performanceontwoexaminationsoneforeachnovel)whichwill includebothmultiplechoicequestionsandessayquestionsthatwillrequirestudentsto drawonspecifictrends/themesofthevictorianera;and3)participationinstudentogroup ledteachingsessions,wherestudentgroupswillberesponsibleforteachingportionsof andleadingdiscussiononjudetheobscure.asregardsthislastrequirement,yourchild willbegivenampletimeduringclasstopreparewithhisorhergroupandwillhaveaccess tomeasanexpert/liaisonthatwillbetheretohelpfacilitatethepreparationoftheir teachingresponsibility.inadditiontothesethreeprimarycomponentseachofwhichwill countfor30%ofthestudent sgrade),yourchildwillberesponsibleforcompletingan inferentialandsuppositionalassignmentthatwillrequirethemtodrawuponvictorian socialconstructsinordertocreateacriminalprofileforanunknownassailantinstrange CaseofDr.JekyllandMr.Hyde.Thislastcomponentwillaccountfor10%ofthestudent s grade. Sincerely, NalinNeedham

3 UnitOverview Objectives: StudentswillreadStrangeCaseofDr.JekyllandMr.HydeandJudetheObscure.In doingso,theywillexamineandsituatetheirreactionsto/readingsofthenovels withinthespecificsocial,historical,andculturalcontextthelatevictorianeraof England.Inparticular,studentswillpayspecificattentionto: o Allegoryandthemannerinwhichitisusedtohighlightspecificsocialissues. o Characterandplotdevelopmentthatilluminatedifferencesinsocialstatus andthatspeaktothechangingcircumstancesofthevictorianera. o TheemergenceoftheVictoriansocialcodeandtheformationofnational identity. o Theimpactofscientificandindustrialprogressasexhibitedthroughthetexts coveredinthisunit o Themoveawayfromrationalismtowardromanticismintheearly19 th centuryandthejuxtapositionofromanticideologywithrealismas evidencedintheemergenceofideasaboutdispassionate,unbiasedtruthin thelatterhalfofthe19 th century). StudentswillconductresearchabouttheVictorianera.Thegoalofthisresearch willbeforstudentstoprovideinformationonsignificantsocialfactors,trends, circumstancesandeventssoastofleshoutthecontextwithinwhichthevictorian novelemergedandthethemesthatvictoriannovelsexplored. EssentialQuestions HowdoStrangeCaseofDr.JekyllandMr.HydeandJudetheObscurereflectand critiquethespecificsocioohistoricalcontextandattendantcircumstancesofthe Victorianera? Whatroledoliteraryconventionse.g.,gothicconventions)playinbothofthetexts? Howdoesthedeploymentoftheseconventionsaffectmeaningwithinthetexts? Whatroledoallegoryandallusionplayineitherofthetexts?Whatisthe significanceofinstancesofallegoryandallusioninthetexts? Whatimpactdidadvancementsinscience,medicine,socialsciencee.g., psychology),industry,travel,communication,etc.haveonvictoriansociety?how arethesefactorsdisplayed/commentedupon/critiquedinthetexts? Howdothetextspresenttheissueofclassstatusandsocialdivide?Whatdoesthis intimateaboutthestateofsocietyinbritainduringthevictorianera? GeorgiaPerformanceStandardsGPS) ELABLRL1'Thestudentdemonstratescomprehensionbyidentifyingevidence i.e.,examplesofdiction,imagery,pointofview,figurativelanguage,symbolism, 3

4 plotevents,mainideas,andcharacteristics)inavarietyoftextsrepresentativeof differentgenresi.e.,poetry,prose[shortstory,novel,essay,editorial,biography], anddrama)andusingthisevidenceasthebasisforinterpretation. ELABLRL2'Thestudentidentifies,analyzes,andappliesknowledgeofthemeina workofbritishand/orcommonwealthliteratureandprovidesevidencefromthe worktosupportunderstanding. ELABLRL3'Thestudentdeepensunderstandingofliteraryworksbyrelatingthem totheircontemporarycontextorhistoricalbackground,aswellastoworksfrom othertimeperiods. CommonCoreGeorgiaPerformanceStandardsCCGPS) ReadingLiteraryRL) ELACC11,12RL1:Citestrongandthoroughtextualevidencetosupportanalysis ofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,including determiningwherethetextleavesmattersuncertain. ELACC11,12RL2:Determinetwoormorethemesorcentralideasoftextand analyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteract andbuildononeanothertoproduceacomplexaccount;provideanobjective summaryofthetext. ELACC11,12RL3:Analyzetheimpactoftheauthor schoicesregardinghowto developandrelateelementsofastoryordramae.g.,whereastoryisset,howthe actionisordered,howthecharactersareintroducedanddeveloped). ELACC11,12RL5:Analyzehowanauthor schoicesconcerninghowtostructure specificpartsofatexte.g.,thechoiceofwheretobeginorendastory,thechoiceto provideacomedicortragicresolution)contributetoitsoverallstructureand meaningaswellasitsaestheticimpact. ELACC11,12RL6:Analyzeacaseinwhichgraspingpointofviewrequires distinguishingwhatisdirectlystatedinatextfromwhatisreallymeante.g.,satire, sarcasm,irony,orunderstatement). WritingW) ELACC11,12W1:Writeargumentstosupportclaimsinananalysisofsubstantive topicsortexts,usingvalidreasoningandrelevantandsufficientevidence. o a.introduceprecise,knowledgeableclaims),establishthesignificanceofthe claims),distinguishtheclaims)fromalternateoropposingclaims,and createanorganizationthatlogicallysequencesclaims),counterclaims, reasons,andevidence. o b.developclaims)andcounterclaimsfairlyandthoroughly,supplyingthe mostrelevantevidenceforeachwhilepointingoutthestrengthsand limitationsofbothinamannerthatanticipatestheaudience sknowledge 4

5 level,concerns,values,andpossiblebiases. o c.usewords,phrases,andclausesaswellasvariedsyntaxtolinkthemajor sectionsofthetext,createcohesion,andclarifytherelationshipsbetween claims)andreasons,betweenreasonsandevidence,andbetweenclaims) andcounterclaims. o d.establishandmaintainaformalstyleandobjectivetonewhileattendingto thenormsandconventionsofthedisciplineinwhichtheyarewriting. o e.provideaconcludingstatementorsectionthatfollowsfromandsupports theargumentpresented. ELACC11,12W7:Conductshortaswellasmoresustainedresearchprojectsto answeraquestionincludingaselfogeneratedquestion)orsolveaproblem;narrow orbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthe subject,demonstratingunderstandingofthesubjectunderinvestigation. SpeakingandListeningSL) ELACC11,12SL1:Initiateandparticipateeffectivelyinarangeofcollaborative discussionsoneoonoone,ingroups,andteacheroled)withdiversepartnersongrades 11O12topics,texts,andissues,buildingonothers ideasandexpressingtheirown clearlyandpersuasively. o a.cometodiscussionsprepared,havingreadandresearchedmaterialunder study;explicitlydrawonthatpreparationbyreferringtoevidencefromtexts andotherresearchonthetopicorissuetostimulateathoughtful,wello reasonedexchangeofideas. o b.workwithpeerstosetrulesforcollegialdiscussionsanddecisionomaking, setcleargoalsanddeadlines,andestablishindividualrolesasneeded. o c.propelconversationsbyposingandrespondingtoquestionsthatprobe reasoningandevidence;ensureahearingforafullrangeofpositionsona topicorissue;clarify,verify,orchallengeideasandconclusions;andpromote divergentandcreativeperspectives. o d.respondthoughtfullytodiverseperspectives;synthesizecomments, claims,andevidencemadeonallsidesofanissue;resolvecontradictions whenpossible;anddeterminewhatadditionalinformationorresearchis requiredtodeepentheinvestigationorcompletethetask. LanguageL) ELACC11,12L2:DemonstratecommandoftheconventionsofstandardEnglish capitalization,punctuation,andspellingwhenwriting o a.observehyphenationconventions. o b.spellcorrectly o c.produceslegibleworkthatshowsaccuratespellingandcorrectuseofthe conventionsofpunctuationandcapitalization. 5

6 Summary: TheVictorianeraofBritishhistoryisanhistoricalepochnominallydelineatedby thereignofqueenvictoriajune20,1837throughjanuary22,1901),butmoreaptly characterizedbyitsmanifoldsocioohistoricalissues,relationshipsandeventsthatserved asthepreocursorformodernismandwhatweknowasmodernsociety.morespecifically, thevictorianeraincludednonoexhaustively):rapidincreasesintechnologyandthe beginningsofindustrializationandtheindustrialrevolutioninthewest;massurban migrationandurbanization,theemergenceofmodernnationalism;thefurthestextension ofempirethroughthecolonizationofmuchofafrica,themiddleeastandthefareastat thistime,englandwasthelargestexporterandimporterofgoodsintheworld);the creationofnationalrailroadsystemsinbothenglandandtheunitedstates);therise significantsocialandscientificschoolsofthought,includingmill sutilitarianismand Darwin stheoryofevolution;etc.assuch, Predictably,manynovelsfromtheVictorianeraengagedwiththeseandother significantsocioohistoricalcircumstances.infact,becauseofthisaswellasincreasing accesstoeducationduringthevictorianera,thenovelbecametheleadingformof literatureinenglish.examplesofthepowerandubiquityofthenovelduringthevictorian eraincludethemanyserialpublicationsofcharlesdickensandwilliamthackeray,the romanticwritingsofthebrontesistersanne,charlotteandemily),thefantastical creationsoflewiscarrollandthedisenchantedworksofoscarwilde. Whiletherearemanynovelstochoosefromasnotedabove),Ihavedecidedtouse RobertLouisStevenson sstrangecaseofdr.jekyllandmr.hydeandthomashardy sjude theobscureasworksthatprovideanintroductiontoandanengageinanexaminationof thevictorianera.inusingthesetwonovelsalmostascasestudies,thisunitwillhave studentsexploreawidevarietyofsocioohistoricalcircumstancesbysituatingreadingsof thesenovelswithinthespecificsocioohistoricalcontextfromwhichthesenovelsemerged. Assuch,wewillexaminetheVictorianerawithaneyetosocietalreformthroughthe extensionofsuffragetodifferentsocialgroups),educationalreform,urbanization, industrialization,scientificandtechnologicalprogress,theemergenceofpsychologyand theprogressionofsocialscience,classstratification/divide,andtheeffectsandideologyof EmpireandColonialism. Asstudentsprogressthroughthisunit,theywillengageinanexplorationofthe abovelistedideasprimarilythroughquickwriteactivities,wholeclassdiscussionand studentresearch.inadditiontothesemainstayactivities,studentswillalsobepresented withavarietyofoutsidematerialsprimarilyscholarlyarticlesandliterarycriticism)that willprovidevariousviewpointsonthetwonovelsaswellasserveasmodelsforthe students owncritiquesandapproachestothetwotexts. Asregardsassessment,thestudentsgradeswillbetabulatedprimarily)inthree ways:1)classparticipationviathecompletionofvariousquickwrites,thesharingof studentresearch,andparticipationinwholeclassdiscussion2)performanceontwofinal examsoneoneachnovel);and3)participationinstudentogroupledteachingsessions. Eachofthesecomponentswillcompriseroughly30%ofthestudents respectiveindividual grades.inadditiontothesethreecomponents,10%ofthestudents gradeswillbebased onthecompletionofacriminalprofilingprojectthatwillrequirestudentstodrawdetails 6

7 fromstrangecaseofdr.jekyllandmr.hydeandmakeaninferentialandsuppositional readingofanunknowncriminal.thisreadingwillrequirestudentstodrawonvictoriano specificsocialideas/constructslikelombroso scriminology,phrenologyand physiognomy). 7

The Strange Case of Dr Jekyll and Mr Hyde Revision booklet

The Strange Case of Dr Jekyll and Mr Hyde Revision booklet Which exam is this for? English Literature Paper 1: Question B.7. What do I have to do? Students are given an extract (typically 12-25 lines)