Curriculum Unit for Approaching Walden

 

Submitted by Michelle Cassidy, Masconomet Regional High School

American Literature, Grade 11 Honors

 

Overview/Rationale:

   What can my students really “get” out of reading Thoreau and Emerson?  They are eleventh grade honors students, so they often have an initial desire for ‘the facts.’  At times, they can get caught up in them, hoping the knowledge of factual information will guarantee them higher grades.  But when it comes to Thoreau, it is ridiculous to think that he can simply be categorized with American authors to learn about, remember ‘stuff’ about, then take a test about.  My hope is to inspire much more than that with this unit. 

   The desire for individualism is prevalent in high schoolers’ lives.  The search for meaning, for an explanation as to what life really is, is not beyond these students, and it certainly was not beyond Thoreau.  Thoreau did more than build a cabin in the woods, talk to the birds and spend a night in jail.  I hope for a focus on the experiences Thoreau had as he went on this quest for meaning, for God, even.  The notion that this “quest” ends in the ‘here and now,’ and in nature surrounding us, will hopefully be a discovery many of the students have.  I hope that, following some of Thoreau’s methods and ideas, students will be able to come as close to his experiences as possible, or at best focus on some “soul improvement.”

   I placed a variety of readings in some sort of order, with some direction or focus to each ‘part’ of the unit.  “Where I Lived and What I Lived For” encompasses all “parts” of the unit, and will be used throughout.  I expect to get to all of the readings, and most likely in an order similar to this.  However, often certain readings will elicit varied topics of discussion.  They may also call for other readings, which may mean the deletion of some that are here. 

Activities:

 

Part One: Self discovery. An evaluation of the present, a thought about the future

Readings: Passages from Chapter 1 of Walden, (see attached), Chapter 2 of Walden, passages from “The American Scholar” (see attached)

  I will begin with an evaluation of necessity.  Firstly, this would fit into a more ‘factual’ introduction to Thoreau’s experiment.  Students are always fascinated, and skeptical, about living without what they consider ‘necessary.’  An assessment of what civilized living is, then what is essential for that life, leads to lots of self-analysis. (worksheet #1, see attached)

  To further that, I will ask students to think about the future.  Again, it relates to necessities.  But in addition, it gets them to really think about purpose and direction, not only in a ‘career’ sense, but in a spiritual sense as well.  Topics relating to philanthropy, education, and more will be addressed, all relating really to purpose of life.  What are we really working toward?  What are we learning, not only from school, but from life in general? (worksheet #2, see attached)

 

Part Two: The observation of nature

Readings: Chapter 2 of Walden, “nature 101” by Joan Hamilton (Sierra Magazine, Nov.-Dec. 2000, p. 48-55)

  Students will first be asked to evaluate what nature means to them.  I will first ask them to define nature.  Then, they will continue writing, reflecting on the importance of nature in their lives.  This may bring on personal anecdotes, descriptions of favorite places, etc., all of which are beneficial to my purpose.  This more basic appreciation of nature is something that most students can really identify with.  Asking them to describe a natural place they find important or special brings that immediately to the forefront, causing them to understand part of Thoreau’s purpose.  It’s not so far-fetched after all.  I have done this before, and have found that students will recall childhood memories, traditional family vacations, or their own backyards.  I also find that students come to understand something about ‘slowing down’ and appreciating nature’s simple beauty.  Most say that they wish they could appreciate nature more, and plan to do so.

  In addition, students will be asked to visit the Ipswich River Wildlife Sanctuary and find a place to simply sit and observe.  I wish for this observation to be long and deep, in the sense that they should not only be appreciating the opportunity to in some sense “do nothing,” but be aware that they are able to peacefully observe nature.  Then they are to find one piece of nature - one object, plant, tree, rock – and describe it in as much detail as possible.  For some, this may begin by illustrating their choice.  But the idea is to observe as closely as possible, “climbing out of themselves.”  What is really there? 

  Following this observation, journaling about how this activity affected the spirit seems appropriate.  In fact, personal reflective journaling should be taking place throughout.

 

Part Three: Finding Truth, Spirit, The Sublime, and/or God in Nature

Readings: Emerson’s “Brahma,” passages from Emerson’s “Self-Reliance” (see attached), passages from Thoreau’s “Ktaadn,” excerpt from Emerson’s Sermon #133 (see attached), Introduction to “Nature”

  The purpose here is to allow students to realize that nature not only holds simple beauty, but holds truth and spirit.  Exposing them to this higher level of observation requires commitment and trust.  But my hope is that many have come closer to this point already after observing nature on their own.  It is essential that I expose them to the awesome experience Thoreau had on Ktaadn, and engage them in the thought that it is in nature that we can find God.  This will, at least, get them thinking outside of “society’s rules” and, I think, bring about a respect for nature.

  The purpose of life, therefore, is to find this respect and to find one’s own “truth.”  Students will be asked, then, to “write scripture” – to create in words those truths that are believed in strongly.  I hope to get them, here, to see that it is the individual – with self-reliance – that is able to find this truth.  Through thinking, questioning, doing, one is able to come to find spirit.  My hope is for honesty, contemplation and sincerity, for more than just an essay “because I had to.”  Furthermore, I hope to get them to share this scripture, to deliver a sermon of sorts.  To then engage in discussion about what some categorize as truth and importance.

 

Assessment:

Assessment will come from participation in discussion as well as the essays, sermons and journals.  I use a rubric for basic writing assessment, which I have enclosed, but I am unsure of how much I would use it here, and specifically with which pieces.  I presume that I would have to look at the writings themselves and the overall direction the unit took before I could decide.  I am looking for commitment and diligent work, which I can usually sense.  Are there those who pretend? Sure.  But I can usually tell who they are as well, especially with a personal, introspective unit such as this. 

 

Frameworks Alignment:

 

Reading and Literature Strand:

Standard  2— Questioning and Listening

Standard  3— Oral Presentation

Standard  8— Understanding a Text

Standard 11—Understanding Theme

Standard 13—Understanding Non-Fiction

Standard 15—Understanding Style and Language

Standard 16—Understanding Myth, Traditional Literature, Classical Narrative

Composition Strand:

Standard 19—Writing Focused Text

Standard 23—Organizing Ideas in Writing