Ok, so we've come pretty far in the book by now and you should be ready to consider some of the book's main points at this time. The early section of the book is dedicated to familiarizing you with the cultural setting of the novel. We also get a good deal of information about Grant and his views of life.
What role does education play in the world that Gaines has created? Be sure to separate "education" as a concept from "school" as an institution you probably associate with learning.
Think about racism and how it impacts both sides (the racist and the victim). What are the consequences of viewing another race as inferior? Are there different types of racism on display here (think specifically about the superintendent and Henri Pichot)
Why is Grant so angry?
What is the significance of the black members of the Parish still living in "the quarter"?
These questions should get you through the middle section of the book. When Grant and Jefferson's conversations become more detailed and less hostile, pay attention to the change both characters undergo.
Tuesday, July 28, 2009
Wednesday, June 17, 2009
Chapter 6
In this chapter we get an interesting view of Grant's response to racism. I think most would agree that he is difficult to like at this point in the novel, especially when the way he treats his students is factored in, and this chapter helps us to understand why he behaves the way he does.
Here are some things to think about:
1. Why does Grant refuse to eat at Henri Pichot's kitchen table? The Langston Hughes poem "I, Too" will help here (look in the links section)
2. Why does Henri Pichot make Grant wait for so long before coming in to see him? Does his strategy work?
3. Consider the nature of Grant's defiance. He stands up for himself to a point, why doesn't he go further?
4. How have you responded in situations where you felt you were being disrespected? Would Grant's methods have been more effective? Why?
Here are some things to think about:
1. Why does Grant refuse to eat at Henri Pichot's kitchen table? The Langston Hughes poem "I, Too" will help here (look in the links section)
2. Why does Henri Pichot make Grant wait for so long before coming in to see him? Does his strategy work?
3. Consider the nature of Grant's defiance. He stands up for himself to a point, why doesn't he go further?
4. How have you responded in situations where you felt you were being disrespected? Would Grant's methods have been more effective? Why?
Sunday, June 14, 2009
Chapter 5 Discussion
In chapter 5 we see Grant with his students. There are several interesting things for you to think about as you read.
What do you think about the way Grant treats his students? Corporal punishment was quite common in schools until very recently, why do you think public schools in Colorado have stopped punishing students this way?
Grant knows so much about the lives of his students. Why do you think he doesn't have more sympathy for their circumstances? Should he be nicer to them because of their circumstances? Why?
The school calendar is organized around the times the children are needed in the fields. What does this say about the importance of education in this community?
Think about Grant's interaction with Mr. Farrell. What is the significance of Henri Pichot's back door and the way Mr. Farrell views himself?
What do you think about the way Grant treats his students? Corporal punishment was quite common in schools until very recently, why do you think public schools in Colorado have stopped punishing students this way?
Grant knows so much about the lives of his students. Why do you think he doesn't have more sympathy for their circumstances? Should he be nicer to them because of their circumstances? Why?
The school calendar is organized around the times the children are needed in the fields. What does this say about the importance of education in this community?
Think about Grant's interaction with Mr. Farrell. What is the significance of Henri Pichot's back door and the way Mr. Farrell views himself?
Sunday, June 7, 2009
Exciting News
The One Book One Mountain program is setting trends, maybe. For the last couple years, Denver has participated in a one book one city program. This year, the selection of the novel for Denver to read is up to you. One of the candidates is A Lesson Before Dying.
When Denver selects a novel, the city is able to pay the author to come and speak. If Denver happens to choose the book we have started, we might be able to convince Mr. Gaines to come and speak to us as well. So, visit the link onebookonevote.org and vote for our book.
Thanks, and happy reading.
When Denver selects a novel, the city is able to pay the author to come and speak. If Denver happens to choose the book we have started, we might be able to convince Mr. Gaines to come and speak to us as well. So, visit the link onebookonevote.org and vote for our book.
Thanks, and happy reading.
Thursday, May 21, 2009
Preliminary Vocabulary List
As you read the novel, you will probably encounter some unfamiliar words. We have provided a vocabulary list for you. You will find words and definitions for chapters 1-4 and words many of you may not know for some later chapters.
This is meant to guide your reading. You should use the list as a reference as you read, and as a reminder to monitor your understanding.
Some of the words you may struggle with are a reflection of Gaines' use of dialect: n a provincial, rural, or socially distinct variety of a language that differs from the standard language, esp. when considered as substandard. Most of these words are regional pronunciations of common words, and can be understood by reading them phonetically.
Chapter 1:
Modicum – a small amount, especially of something abstract such as a quality
Racketeers – somebody who profits from illegal activities such as bribery, fraud, or intimidation
Implore – to earnestly plead, beg or prey for somebody to do something
Conscience – the sense of what is right and wrong that governs somebody's thoughts and actions, urging him or her to do right rather than wrong
Chapter 2:
Plantation – a large estate or farm, especially in a hot climate, where crops such as cotton, coffee, tea, or rubber trees are grown, usually worked by resident laborers. Also, plantation has an implied association to the days of slavery in the South.
Chapter 3:
Antebellum – belonging or relating to the time before the Civil War
Chapter 4:
Wharves – a landing place for ships; a structure built alongside or out into the water as a landing place for boats and ships, sometimes with a protective covering or enclosure
Parish – a political administrative area in the state of Louisiana that corresponds to a county in other states
Figgers – mispronunciation of ‘figures’ (dialect)
Chapter 5:
Loafer
Plaits
Corrugated
Chapter 6:
Agitated
Sympathetic
This is meant to guide your reading. You should use the list as a reference as you read, and as a reminder to monitor your understanding.
Some of the words you may struggle with are a reflection of Gaines' use of dialect: n a provincial, rural, or socially distinct variety of a language that differs from the standard language, esp. when considered as substandard. Most of these words are regional pronunciations of common words, and can be understood by reading them phonetically.
Chapter 1:
Modicum – a small amount, especially of something abstract such as a quality
Racketeers – somebody who profits from illegal activities such as bribery, fraud, or intimidation
Implore – to earnestly plead, beg or prey for somebody to do something
Conscience – the sense of what is right and wrong that governs somebody's thoughts and actions, urging him or her to do right rather than wrong
Chapter 2:
Plantation – a large estate or farm, especially in a hot climate, where crops such as cotton, coffee, tea, or rubber trees are grown, usually worked by resident laborers. Also, plantation has an implied association to the days of slavery in the South.
Chapter 3:
Antebellum – belonging or relating to the time before the Civil War
Chapter 4:
Wharves – a landing place for ships; a structure built alongside or out into the water as a landing place for boats and ships, sometimes with a protective covering or enclosure
Parish – a political administrative area in the state of Louisiana that corresponds to a county in other states
Figgers – mispronunciation of ‘figures’ (dialect)
Chapter 5:
Loafer
Plaits
Corrugated
Chapter 6:
Agitated
Sympathetic
Study Guide for Chapters 1-4
This is a student-produced study guide for chapters 1-4. Some of these questions require a sophisticated reading of the novel, and others are more accessible. Each of these questions requires you to interact with the text. There are no wrong answers here; we are asking for your interpretation of the text.
You aren't required to answer any of these questions. They are meant to guide your thinking as you read the novel.
Chapter 1
1. “I was not there, yet I was there” – The paradoxical opening line to Gaines’ novel reveals the narrator’s complicated association to Jefferson’s situation. What does this seemingly simple opening line bring to light about the complex nature of truth and the implicit contradiction of the narrator’s experience?
2. In chapter one, Gaines uses multiple perspectives to tell the story of what occurred at Alcee Groupé’s general store. Whose perspectives of the story are told? Whose perspective of the story is omitted? Considering who is silenced, make a connection to the trial and the restrictions of Jim Crow laws during the time of the novel.
3. Gaines uses nature metaphors to describe Miss Emma. To what does he compare her? Why do you think these metaphors were chosen?
4. How is Jefferson dehumanized? Which demeaning metaphors are used by the defense lawyer?
5. In his closing statement, Jefferson’s defense attorney states that, “We must live with our own conscience.” Who is he referring to (not just the jury)? Do you think this statement will really have any effect on his intended audience? Why or why not?
Chapter 2
1. Although she seems very timid, Miss Emma shows a great deal of courage. What does she want Grant to do?
2. Why does Miss Emma choose Grant? Their opinions of Grant’s profession differ. How are they different?
3. Does Grant think fulfilling Miss Emma’s request will do any good? Explain your answer.
Chapter 3
1. Miss Emma, Tante Lou and Grant make a trip to Henri Pichot’s plantation house. Their trip demonstrates that the tenets of slavery have not been completely abolished. What evidence does Gaines offer to prove this point?
2. Play close attention to body language and eye movement in this chapter. What do the characters communicate without speaking?
3. The motif of food appears throughout this chapter, as well as the entire novel. What importance does food play in this chapter?
4. Miss Emma seems to have no problem speaking. She tells Mr. Pichot, “I need you to speak for me.” Why does she have to ask Mr. Pichot to speak for her? What does he have that she does not? How is this an extension of Jefferson’s problem in court?
5. When Grant addresses Mr. Pichot, he corrects a mistake he realizes he made. What does he adjust and what can we infer about Grant because of this adjustment?
Chapter 4
1. At the beginning of chapter four, Grant states, “I’ll eat in town.” How does this apparently harmless statement hurt Tante Lou’s feelings?
2. What normal necessity does the quarter lack (the nearest one was thirteen miles away)? What recurrent theme does this exemplify?
3. Instead of eating with his aunt, Grant goes to Bayonne. What kind of city is Bayonne? How is it different for Blacks and Whites?
4. What event in the story does one of the town’s major industries foreshadow?
5. Commitment is what is most important to Vivian. What is Grant ultimately trying to obtain?
You aren't required to answer any of these questions. They are meant to guide your thinking as you read the novel.
Chapter 1
1. “I was not there, yet I was there” – The paradoxical opening line to Gaines’ novel reveals the narrator’s complicated association to Jefferson’s situation. What does this seemingly simple opening line bring to light about the complex nature of truth and the implicit contradiction of the narrator’s experience?
2. In chapter one, Gaines uses multiple perspectives to tell the story of what occurred at Alcee Groupé’s general store. Whose perspectives of the story are told? Whose perspective of the story is omitted? Considering who is silenced, make a connection to the trial and the restrictions of Jim Crow laws during the time of the novel.
3. Gaines uses nature metaphors to describe Miss Emma. To what does he compare her? Why do you think these metaphors were chosen?
4. How is Jefferson dehumanized? Which demeaning metaphors are used by the defense lawyer?
5. In his closing statement, Jefferson’s defense attorney states that, “We must live with our own conscience.” Who is he referring to (not just the jury)? Do you think this statement will really have any effect on his intended audience? Why or why not?
Chapter 2
1. Although she seems very timid, Miss Emma shows a great deal of courage. What does she want Grant to do?
2. Why does Miss Emma choose Grant? Their opinions of Grant’s profession differ. How are they different?
3. Does Grant think fulfilling Miss Emma’s request will do any good? Explain your answer.
Chapter 3
1. Miss Emma, Tante Lou and Grant make a trip to Henri Pichot’s plantation house. Their trip demonstrates that the tenets of slavery have not been completely abolished. What evidence does Gaines offer to prove this point?
2. Play close attention to body language and eye movement in this chapter. What do the characters communicate without speaking?
3. The motif of food appears throughout this chapter, as well as the entire novel. What importance does food play in this chapter?
4. Miss Emma seems to have no problem speaking. She tells Mr. Pichot, “I need you to speak for me.” Why does she have to ask Mr. Pichot to speak for her? What does he have that she does not? How is this an extension of Jefferson’s problem in court?
5. When Grant addresses Mr. Pichot, he corrects a mistake he realizes he made. What does he adjust and what can we infer about Grant because of this adjustment?
Chapter 4
1. At the beginning of chapter four, Grant states, “I’ll eat in town.” How does this apparently harmless statement hurt Tante Lou’s feelings?
2. What normal necessity does the quarter lack (the nearest one was thirteen miles away)? What recurrent theme does this exemplify?
3. Instead of eating with his aunt, Grant goes to Bayonne. What kind of city is Bayonne? How is it different for Blacks and Whites?
4. What event in the story does one of the town’s major industries foreshadow?
5. Commitment is what is most important to Vivian. What is Grant ultimately trying to obtain?
Monday, April 27, 2009
Chapter 1 Discussion
Hello,
So you've finished chapter 1 of A Lesson Before Dying, congratulations. Many of the questions you may have about the historical context of the novel can be addressed by checking out the useful links section of this blog. The impacts of segregation are myriad and difficult to understand from our historical perspective, but the depth of the website from jimcrowhistory.org should help to make the text more accessible.
Here are some things you might benefit from considering as you continue in the novel:
1. Jefferson is called a "hog" by his defense attorney. Why is this the one word his godmother hears as she sits in the courtroom?
2. Assuming Jefferson's account of the robbery is true, is he guilty of a crime? What would a fitting punishment be for what he did?
3. Think about Gaines' use of symbolism and imagery in the courtroom scene. What do you think he is saying about Jefferson's aunt and godmother when he describes them?
As always, if you have any specific questions about the novel, post them here and we will respond as soon as possible.
Happy reading!
So you've finished chapter 1 of A Lesson Before Dying, congratulations. Many of the questions you may have about the historical context of the novel can be addressed by checking out the useful links section of this blog. The impacts of segregation are myriad and difficult to understand from our historical perspective, but the depth of the website from jimcrowhistory.org should help to make the text more accessible.
Here are some things you might benefit from considering as you continue in the novel:
1. Jefferson is called a "hog" by his defense attorney. Why is this the one word his godmother hears as she sits in the courtroom?
2. Assuming Jefferson's account of the robbery is true, is he guilty of a crime? What would a fitting punishment be for what he did?
3. Think about Gaines' use of symbolism and imagery in the courtroom scene. What do you think he is saying about Jefferson's aunt and godmother when he describes them?
As always, if you have any specific questions about the novel, post them here and we will respond as soon as possible.
Happy reading!
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