Frankenstein: A Vindication of Human Ethics and Feminist Theory

Farmington Public Schools Grade 12 English

Virginia Gillis and Debra Jeffers

6/27/06

Farmington Public Schools

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Table of Contents Unit Summary

………………….….…………..page 3

Stage One: Standards

Stage One identifies the desired results of the unit including the broad understandings, the unit outcome statement and essential questions that focus the unit, and the necessary knowledge and skills. The Understanding by Design Handbook, 1999

…………………………….... pages 4 – 6 Stage Two: Assessment Package

Stage Two determines the acceptable evidence that students have acquired the understandings, knowledge and skills identified in Stage One.

……………………………… pages 7 – 8 Stage Three: Curriculum and Instruction

Stage Three helps teachers plan learning experiences and instruction that aligns with Stage One and enables students to be successful in Stage two. Planning and lesson options are given, however teachers are encouraged to customize this stage to their own students, maintaining alignment with Stages One and Two.

………………..……………… pages 9 – 15 Appendices

Virginia Gillis and Debra Jeffers

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Unit Summary British Literature Honors students will read, study, and explore Mary Shelley’s Frankenstein. Through the development and application of high-level reading and thinking skills, students will explore the concepts of literary structure, genre, and motif, and the attributes of Romanticism. In addition to their reading of Frankenstein, students will examine the implications of biomedical ethics and feminist literary theory as they apply to the novel. Students will write an original Gothic ghost story as they explore the text, followed by an analytical essay at the conclusion of the unit. This unit will take approximately five weeks to complete and will immediately follow the unit on Seamus Heaney’s translation of the Anglo-Saxon epic Beowulf and precede the unit on Romantic poetry.

Virginia Gillis and Debra Jeffers

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Farmington Public Schools

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Stage One: Standards Essential Understandings and Content Standards Language Arts Standards Essential Understanding #2: Genre Authors communicate in a variety of genres of contexts for a variety of purposes. Content Standard 2.2: Students will read, write, speak, listen, and view to recognize and appreciate how literature shapes human thought. • Students will explore Shelley’s use of structure, motif, time, and narration; • Students will examine literary genres applicable to Frankenstein; • Students will discuss contemporary applications of the story in terms of both feminist literary theory and biomedical ethics. Essential Understanding #3: Craft Authors use the traits of writing to communicate ideas effectively. Content Standard 3.1: Students will recognize and use specific text structure, word choices, literary devices, and writing traits that achieve a desired purpose. Information Literary and Technology Standards Essential Understanding: Information skills and strategies are necessary to effectively locate and use resources for solving problems conducting research and pursuing personal interests. Standard #1: Information Accessing Grade 12: Students will demonstrate ability to synthesize information to answer a question or support a thesis position. • Students will research medical databases to document case studies and find examples of areas of concern in biomedical ethics. Science Standard #2: Science is a human endeavor which has lasting impact on civilization. Content Standard 2.23: Students will understand that scientific discoveries sometimes present new and unique problems which require society to re-evaluate its ethical philosophies. • Students will conduct research regarding biomedical ethical issues.

Virginia Gillis and Debra Jeffers

6/27/06

Farmington Public Schools

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Unit Outcome Statement

As a result of this unit on Frankenstein, students will understand the writer’s decisionmaking process in crafting a story; the history and background of Romanticism and the Gothic genre; and the ethical implications raised by the novel. Through their research, students will connect the ethics of biomedical research and the implications of feminist theory to the text. In addition, students will: ♦ demonstrate effective analytical writing through final essay; ♦ apply their understanding of the elements of writer’s craft to their original Gothic ghost stories, thus demonstrating their knowledge of literary structure and genre. Essential Questions

™ What is the ethical relationship between creator and creation? ™ How do writers structure their work to reflect their message? ™ How is the feminist perspective demonstrated in Romanticism? Knowledge and Skills

Knowledge ♦ elements and attributes of Romanticism ♦ elements of the Gothic novel ♦ epistolary style and narrative structure ♦ definition and identification of motifs, including: birth, mother/child relationship, Creator/creation, Nature, science, discovery, death ♦ feminist literary theory (“A Vindication of the Rights of Women,” Mary Wollstonecraft) ♦ application of criticism to a text ♦ review effective use of information technology Skills/Processes ♦ develop and support a thematic idea through accurate interpretation and reflective

♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦

thinking apply literary motifs Gothic ghost story recognize and critique author’s use of literary devices and style utilize the traits of narrative writing analyze author’s perspective and analyze the function of emotional, ethical appeal and stylistic elements and their relationship to purpose and audience define and explain the concept of human nature as it relates to the text generalize enduring themes to contemporary life and times recognize and explain how authors are shaped by and have shaped the political and social issues of a time period use connections (text-to-self, text-to-text, text-to-world) to enhance understanding of text

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♦ analyze a writer’s style and how the piece achieves its purpose ♦ investigate and describe how an author’s life experiences influence his/her work ♦ define and explain the concept of human nature (universal traits such as love, hubris, authorship, greed, imagination, exploration of the natural world, etc.) as it relates to the text Thinking Skills

♦ ♦ ♦ ♦ ♦ ♦ ♦

demonstrate empathy (Gothic ghost story ethical challenge) demonstrate tolerance for other points of view (discussion of genetic engineering) recognizing intended meaning (Shelley’s use of narration, motif, epistolary style) understanding consequence (biomedical ethics research) infer from/evaluate ideas—draw conclusions (feminist theory; constructing story) making inferences (from study of literary construction) interpretation and synthesis (Gothic ghost story and research essay)

Stage Two: Assessment Package Virginia Gillis and Debra Jeffers

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Authentic Performance Task Writing a Ghost Story in the Gothic Style Goal Mary Shelley constructed Frankenstein as a result of a horror writing competition proposed by Dr. Polidori during a rainy weekend with Lord Byron and Percy Shelley. Perhaps because she was a fledgling nineteen-year-old woman writer, she took the competition among friends quite seriously. Yet, she is not “merely weaving a series of supernatural terrors.” Rather, she attempts “to preserve the truth of the elementary principles of human nature” (Frankenstein, xxxix). You will write an original Gothic ghost story that reflects your understanding of the choices upon which Mary Shelley built Frankenstein. Your original ghost story will be constructed as we complete our reading of the novel, and will include the literary elements that make Frankenstein successful. (Please see attached materials for complete assignment.) Role You are a writer. You are competing with your classmates to write an effective ghost story that emulates Mary Shelley’s sensibilities. While a good ghost story invariably involves what Steven King fondly calls “grue,” blood and flying entrails are not enough. Your story, like Shelley’s, should present a moral or ethical challenge to be resolved. Audience Your audience will be your classmates and teacher. Situation: Your ghost story needs to include the following elements: • narration • motif • elements of Romanticism/Gothic novel • moral/ethical challenge • character development Product Performance and Purpose You will write your Gothic ghost story in stages to be assigned and completed as the novel unfolds. When complete, your story will be shared with your classmates to assist in their understanding of the structure of the novel and the process of construction. Standards and Criteria for Success Your story shows a thorough understanding of the effective use of narration, motif, character development, and the aspects of Romanticism and the Gothic novel. In addition, your story presents a moral or ethical challenge to be resolved. This assessment aligns with the following Language Arts standards: Essential Understanding #2, Genre: Authors communicate in a variety of genres of contexts for a variety of purposes. Content Standard 2.2: Students will read, write, speak, listen, and Virginia Gillis and Debra Jeffers

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view to recognize and appreciate how literature shapes human thought. Essential Understanding #3, Craft: Authors use the traits of writing to communicate ideas effectively. Content Standard 3.1: Students will recognize and use specific text structure, word choices, literary devices, and writing traits that achieve a desired purpose.

Tests, Quizzes, and Other Quick and Ongoing Checks for Understanding • Analytical Essay—The essay will explore the attributes of Romantic literature presented in Frankenstein through one of these essential questions for the unit: ¾ What is the ethical relationship between creator and creation? ¾ How is the feminist perspective demonstrated in Romanticism? • • • • • • • • • •

Reading quizzes Assessments of Volumes I, II, and III (Language Arts 2.2, 3.1) Detail Victor’s moral challenge: exit cards to check understanding Self-assessments of elements of Gothic ghost story Reader response to feminist literary theory articles, essays (Language Arts 2.2) Reader response to biomedical ethics case studies (Science 2.23) Peer assessments of stories in progress Group discussions: (ex. What makes a perfect person?) Demonstrate ability to access databases for research (Tech. 1) Presentation of research topics and ethical significance (Language Arts 2.2, Science 2.23)

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Stage Three: Learning Experiences and Instruction Guiding Questions

Instructional Strategies

Checking for Understanding

Topic 1: Building the perfect person After sharing quick writes, Hook: Quick write. students will meet in small If science would allow you to groups to create the “perfect” instantly perfect something man and woman, using both about yourself either language and visual physically or personally, what representations. would you change and why? Students will introduce their creations to the class. Class discuss similarities and difference in choices.

Review level of depth in quick write as well as “creation” written and visual. Assess level of depth in class discussions.

Find current example of genetic engineering. Topic 2: Current Genetic Engineering In small groups, students will What are the applications and share their examples. Students possible implications of will pick the most interesting genetic engineering? example and present to class. Class discussion about implications of unchecked genetic engineering, particularly gender selection. Where will /should we draw the line? Journal write: How does society view gender? Topic 3: Mary Wollstonecraft and The Rights of Women What is Mary Wollstonecraft’s Students will read and discuss a selection from legacy to women? Wollstonecraft’s “A Vindication of the Rights of What are the gender roles that Women.” Shelley was faced with? Quick write comparing current status of women’s rights. Topic 4: Background information on Mary Shelley Distribute and read as class What significant events in biographical information on Mary Shelley’s life may have Mary Shelley and discuss what influenced her writing? is interesting about Shelley’s life.

Collect Journal for teacher feedback. Listen to class discussion and assess level of understanding.

Review journals and provide feedback. Assess level of understanding in class discussion.

Exit card: Is feminism relevant today?

Assess level of understanding in class discuss.

Quick discussion on what we know about the concept of “Frankenstein.” Journal write: What factors from Shelley’s life can you Virginia Gillis and Debra Jeffers

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foresee becoming a motif in Frankenstein. Distribute texts Read Letters I-IV (Focus on Walton’s tone and his relationship with his sister. Focus on how the letters provide the setting.) Guiding Questions

Instructional Strategies

Topic 5: The Attributes of Romanticism Define movement of What is Romanticism? Romanticism and distribute list of attributes. How is Romanticism expressed in music? Play Wagner’s “Siegfried Idyll” and explain story behind How is Romanticism piece. expressed in art?

Checking for Understanding Discuss an example of Romanticism.

Show quick slide show on Romantic Art. Discuss what is Romantic about these pieces. How are Walton and Victor similar?

Journal write: Discuss how Romanticism is reflected in Walton’s letters to his sister.

Assess understanding during class discussion. Review journal and provide feedback.

Read Chapters 1 and 2 (Focus on Victor’s childhood interests.) Topic 6: Writing a Ghost Story– narration Assign Ghost Story How does the epistolary style Assessment and discuss provide credibility to a story? questions and concerns.

Assess understanding of previous night’s reading.

Discuss narrative style and view examples. Discuss whether text messaging is as credible as written document. Decide on narration for ghost story. Read Chapter 3 (Focus on Victor’s relationship with his professors.) Virginia Gillis and Debra Jeffers

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Assess narration decision for ghost story. Preliminary idea of where epistolary style will be included in story.

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Topic 7: Characterization and Education –Creating a monster Assess level of understanding Examine Victor’s upbringing How is one’s character of previous reading in class influenced by one’s upbringing and education. Examine discussion. Victor’s influences and and education? obsessions. Compare Victor’s professors Krempe and Waldman. Journal write: What are the positive and negative influences on Victor’s life?

Review journals and provide feedback.

Read Chapters 4 and 5 (Focus on Victor’s changing feelings about creation.) Topic 8: Creator and Creation – or The Modern Prometheus Review Prometheus myth What are some archetypical creator/creation relationships? Assign and discuss moral/ethical challenge of How should Victor respond to Ghost Story. his creation? Journal write: Discuss the dynamics of the creator/creation relationship and relate to Victor. Notice commonalities.

Review journal and provide feedback.

Discuss Victor’s relationship with his father.

Assess level of understanding during class discussion.

Read Chapter 6 (Focus on Victor’s deteriorating relationship with his family.)

Guiding Questions

Instructional Strategies

Topic 9: Biomedical Ethics How will society decide how to Distribute possible topics for use its medical technology and research. discoveries? Write moral/ethical challenge into ghost story. Why does Victor feel guilty about his success?

Checking for Understanding

Assess decision and write up for Ghost Story Moral and Ethical Challenge.

Begin database research on biomedical ethical issues. Students present findings as well as the ethical significance.

Assess understanding during student presentations.

Read Chapter 7 Virginia Gillis and Debra Jeffers

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(Focus on Victor’s emergent feelings of guilt.) Read Chapter 8 (Focus on Victor’s sense of responsibility for the deaths of William and Justine.) Topic 10: Structure of Frankenstein – Volume I In groups students will answer How does the structure of a number of reader response Frankenstein reflect the questions regarding Volume 1. attributes of Romanticism?

Assess understanding of previous readings in discussion.

Read Chapters 9 and 10 (Focus on the healing power of Nature.)

Discussion and review of Volume I questions.

How is the Creature natural or supernatural? Topic 11: The Death Motif How do Victor’s losses contribute to his growing sense of responsibility as a creator?

How does the Creature begin to connect to the world?

Review motif In groups students discuss an assigned character’s death and the implication on Victor’s character. Students determine if and how Victor has morally grown.

Assess previous reading in discussion and provide feedback. Student groups present findings.

Read Chapters 11 and 12 (Focus on the Creature’s interactions with Nature.)

Topic 12: The Family Motif Quick Write: When have you What does it mean to be a committed an irrevocable family? wrong and how do you live with it? How is Clerval a foil for Quick Write: What makes best Frankenstein? friend relationships successful? What is the role of education Discuss the family structure of in the Creature’s DeLaceys and compare it to development? the Frankensteins.

Assess understanding of previous reading in discussion.

Share Quick Writes and compare to Victor.

Read Chapters 13 and 14 (Focus on the similarities between the Creature and Safie) Journal write: answer one of the guiding questions using evidence from the text.

Review journal and provide feedback.

Guiding Questions

Instructional Strategies

Checking for Understanding

Topic 13: The Gothic Novel How does Frankenstein define the genre of the Gothic novel?

Define “Gothic”

Identify Gothic elements in Frankenstein.

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Distribute materials on the history and development of the gothic novel. Read Chapters 15 and 16 (focus on the impact of rejection on the Creature’s development.) Incorporate elements of Gothic style in ghost stories. Students will complete a selfassessment of ghost story prior to revision. Complete reader response questions for Volume II . Topic 14: The Birth Motif- Building a Woman Quick write: Discuss the role What is the role of women in of women through Volumes I Frankenstein? and II. What is the role of women in In groups, students discuss an creation and how does Victor assigned female character blur that role? (other than the bride) and determine their role and their rights in the novel. Incorporate motif into ghost story.

Volunteers share draft of ghost story for peer and teacher feedback.

Review incorporation of elements of gothic style in ghost stories. Collect, review and provide feedback.

Assess understanding when students share findings.

Assess understanding during discussion of responses to Volume II questions. Assess incorporation of motif in ghost story.

Read Chapters 17, 18 and 19 (Focus on Victor’s motivations as he considers building the bride) Journal write: Determine the feminist implications in Victor’s decision not to build the bride

Review journal and provide feedback.

Assign Essay and discuss.

Topic 15: The Feminist Perspective Distribute and discuss pieces What are the strengths and weaknesses of Shelley’s female of feminist theory. characters? Have students relate findings to “A Vindication of the Rights How are male and female of Women.” elements portrayed in the creature? One-page formal response: the relationship between Shelley’s feminist influences and Frankenstein. Virginia Gillis and Debra Jeffers

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Assess level of understanding during discussion.

Assess and return with feedback.

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Read Chapters 20, 21, and 22 (Contrast the responses of Victor and the Creature being falsely accused of a crime.) Gothic Ghost Story Due

Topic 16: Theories of Imagination Find the physical descriptions How does Shelley use of the creature in the text. description to stimulate the reader’s imagination? List the facts that Shelley gives about the physicality of the How does invoking the imagination enhance Shelley’s creature. message? Quick write: describe someone in the room, using no names and with as few adjectives as possible.

List findings on board during class discussion.

Read Chapters 23 and 24 (Focus on the inevitability of Elizabeth’s and Victor’s deaths.) Guiding Questions

Instructional Strategies

Topic 17: The Nature Motif Identify the scenes between What is the role of Nature in Victor and the Creature and Frankenstein? note setting and determine tone of the conversation. How is the relationship between Victor and the Determine the commonality Creature reflected in the between the scenes. structure of the novel?

Checking for Understanding Assess student understanding by circulating through class.

Assess understanding in class discussion.

Compare Victor and Walton as explorers and as men.

Virginia Gillis and Debra Jeffers

Journal write: What does Walton learn from Victor?

Review journal and provide feedback.

Final discussion tying text to the Essential Questions.

Review working thesis statements.

Begin Essay Review thesis and incorporation of supporting research. Self-assess and peer edit essay.

Assess level of understanding in final discussion.

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Appendices British Literature H Romantic Literature Introduction to Frankenstein: Writing a Gothic Ghost Story “We will each write a ghost story…” – Lord Byron. “It was on a dreary night of November…” begins the original draft of Mary Wollstonecraft Shelley’s Frankenstein, one of the greatest ghost stories of all time. How would you finish this famous opening line? Using Mary Shelley’s words to begin your tale, write a ghost story of at least four pages in length. Your story should reflect consideration of the major attributes of Romanticism. Your story must be typed (double-spaced, please), and may be in any (sufficiently creepy) font. To assist you in the construction of your tale, it will be written in sections as we read the novel. Each section will reflect your selection and implementation of selected literary elements that will be reflected in your story. The elements that will need decisions and the timeline for their implementation are listed below: Section I: Section II: Section III: Section IV: Section V:

Narration, due after the reading of the opening letters. Attributes of Romanticism, due after Chapter 4; Moral/Ethical Challenge, due after Chapter 6; Defined Characters and Plotline developed 8 (end of Volume I); Incorporation of motif, due after Chapter 16 (end of Volume II);

Finish writing, self-assess, and share story on _________________________. Final draft will be due on _________________________.

Need help getting started? Think about: − your greatest, deepest, darkest, and most irrational fear; − human nature; − the terror of facing change; − the irrational; − the unknown.

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British Literature H Frankenstein Analytical Essay Your essay will explore the attributes of Romantic literature presented in Frankenstein through one of these essential questions for the unit: ™ What is the ethical relationship between creator and creation? ™ How is the feminist perspective demonstrated in Romanticism?

Choose one of the Romantic attributes listed below to use as a springboard for your response to one of the essential questions. Your essay will include support from the text and from case studies or feminist literary criticism. ¾

Interest in the Common Man The emergence of the middle class; the nobility of the working classes

¾

Interest in the Past/History Exploration of ancient sites and civilizations as examples of “goodness” of earlier times

¾

Interest in Nature The beauty and inspiration of Nature, especially unspoiled wilderness, inspired many writers

¾

Interest in the Supernatural Ghost stories; the energy or “spark” of life; contact with the “otherworld”?

¾

Theories of the Imagination Originality; evoking the reader’s imagination through powerful but incomplete imagery

¾

Emotions, Feelings Importance and legitimacy of the feelings of the individual; the need to express feelings and emotions

¾

Childhood, Innocence The nobility and goodness of children as examples of “unspoiled” humans

This assessment will be worth 50 points and will be due _________________________. Grading will be based on the English Department Essay Rubric.

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