Gone With the Wind by Margaret Mitchell

Literature Lesson Plans - Sykalo Eugen 2024

Gone With the Wind by Margaret Mitchell

Subject: Literature (American Literature, Historical Fiction) Grade Level: 11-12 (due to mature themes) Time Allotment: This lesson plan is designed for a unit of 4-6 weeks, with daily reading assignments and classroom activities.

Learning Objectives:

  • Students will analyze the historical context of the American Civil War and Reconstruction era as depicted in the novel.
  • Students will develop close reading skills to identify literary devices, themes, and character development.
  • Students will explore the complex societal issues of race, class, and gender presented in the novel.
  • Students will engage in critical discussions and debates about the novel's portrayal of history and its characters.

Materials:

  • Copies of "Gone With the Wind" by Margaret Mitchell
  • Whiteboard/Projector
  • Markers/Pens
  • Chart paper
  • Handouts with discussion prompts/analysis worksheets
  • Access to historical resources on the Civil War and Reconstruction (optional)

Lesson Outline:

Week 1: Introduction & Setting the Stage

  1. Introduction (Day 1):

✵ Introduce Margaret Mitchell and the historical context of the novel (pre-Civil War South).

✵ Discuss the genre of historical fiction and its challenges/interpretations.

✵ Briefly discuss the controversy surrounding the novel's portrayal of race and history.

  1. Antebellum South (Day 2-3):

✵ Students read the opening chapters, focusing on the social dynamics and values of the pre-war South.

✵ Class discussion: Analyze character introductions like Scarlett O'Hara and Ashley Wilkes.

✵ Identify literary devices used by Mitchell (simile, metaphor, foreshadowing).

Week 2: The Civil War & Its Impact

  1. The Outbreak of War (Day 4-5):

✵ Students read through the outbreak of the Civil War and its impact on the characters' lives.

✵ Class discussion: How does the war change the characters' priorities and perspectives?

✵ Analyze Scarlett's motivations and actions throughout the war.

  1. Loss & Devastation (Day 6-7):

✵ Students focus on the hardships faced by civilians during the war and Reconstruction.

✵ Class discussion: How does Mitchell depict the physical and emotional toll of war?

✵ Explore themes of survival, resilience, and loss.

Week 3: Reconstruction & Social Upheaval

  1. The End of the War & Reconstruction (Day 8-9):

✵ Students read about the aftermath of the war and the challenges of Reconstruction.

✵ Class discussion: Analyze the societal changes brought about by Reconstruction, particularly regarding race relations.

✵ Discuss how characters like Rhett Butler navigate the new social order.

  1. Race, Class, & Gender (Day 10-11):

✵ Students engage in a critical analysis of the novel's portrayal of race relations, class structures, and the role of women in Southern society.

✵ Group discussions: How does the novel perpetuate or challenge existing stereotypes?

✵ Encourage students to consider the author's perspective and potential biases.

Week 4 & 5: Character Analysis & Themes

  1. Character Development (Day 12-13):

✵ Students focus on specific characters and their journeys throughout the novel.

✵ In-class writing assignments: Analyze the development of a chosen character.

✵ Consider how their motivations, actions, and personalities evolve over time.

  1. Themes & Enduring Questions (Day 14-15):

✵ Class discussion: Identify major themes in the novel (war, survival, ambition, love, loss).

✵ How does Mitchell use these themes to convey her message?

✵ What are some enduring questions raised by the novel (war and memory, societal change, individual vs. society)?

Week 6 (Optional):

  1. Film vs. Novel (Day 16-17):

✵ If time allows, compare and contrast the novel with the film adaptation.

✵ Class discussion: How does the film portray the story and characters differently?

✵ Analyze the effectiveness of storytelling in both mediums.

  1. Research & Presentations (Day 18-19):

✵ Students can choose a topic related to the novel or the historical period for further research.

✵ Allow time for students to present their findings to the class.

Assessment:

  • Class participation in discussions and debates
  • Written assignments analyzing characters, themes, and literary devices
  • Quizzes or short essays testing comprehension of plot and historical context