Title of Module: Getting to Know Gatsby’s World
Author:
Connie Brubaker
Illinois Community College Board
Springfield, IL
(formerly of Litchfield High School)
Modules used for inspiration:
“Multimedia Term Paper” by Jerry Pinkham of College of Lake County
“Viewing a Production of an Ancient Drama” by Antoinette Brazouski of
Northern Illinois University
“Using Microsoft Excel to Illustrate the Central Limit Theorem” by Randall
Gallaher of Lewis and Clark College
Rationale:
Since this module offers a range of activities that could be used within a 1-2 week
unit, I have cited several of the original modules as inspiration. Although the
original modules are unlikely to be immediately applicable to a different class
subject or grade level, a certain transferability of concept is often present. For
example, the math module I cited uses Excel to illustrate a math concept. I am
using Excel to produce a chart comparing prices of common items from Gatsby’s
life in the 20’s to the same items in life today. Another data tool (Access) will be
used to create a database with information on Fitzgerald’s literary contemporaries.
The concept of using a videocassette or DVD as Dr. Brazouski suggested works
well in this unit since film versions of this novel are readily available. Also, the
concept of the multimedia term paper works well here to produce a lively paper
with links to video footage of the Charleston dance steps, sound links to jazz
music, etc.
Course:
American Literature
American Novels
Grade level:
Grades 11 & 12
Description of Module:
This module describes supplemental activities for a 2-3 week unit of study based
on the novel The Great Gatsby by F. Scott Fitzgerald. During that time, the
instructor would also expect the students to read the novel and to participate in
class discussion regarding the plot, characters, themes, irony, symbolism, etc. The
supplemental activities will serve to bring the setting of the story to life.
Suggestions are given for both individual and group project activities.
Transferability to Other Courses:
Aspects of this unit will transfer easily to almost any literature or humanities
class. In addition, the multimedia paper concept can be adapted for math, science,
social studies, language and vocational courses.
Faculty Technology Skill Needed:
Ability to use VCR or DVD
Ability to use a projection unit, copy machine and scanner if available
Basic Internet skills
Ability to assist students with Excel and Access would be helpful but not essential
Ability to add an Internet link in a Microsoft Word document
Student Technology Skill Needed:
Basic Internet research skills
Basic keyboarding skills
PowerPoint, Access, Excel, and Word are options. Not all are required. Other
options requiring less knowledge of technology will also be available.
Critical viewing skills for media analysis and print comparison
Faculty Equipment Needed:
VCR or DVD
Television
Projection unit if possible
Scanner (optional)
Internet access, printer, and computers
Microsoft Word, PowerPoint, Excel, Access
Copy of film The Great Gatsby. (If more than one version of the film are
available, it would be good to select one definitive scene to compare the
versions.)
Paperback copies of the book are also needed.
Overhead projector or ELMO might be needed if a student chooses to do the
drawing project.
Student Equipment Needed:
Classroom computers with Internet access
Cost Involved:
Most schools are equipped with classroom computers or computer labs which can
be reserved. Many students have home computers. Additional purchase should not
be necessary. Also, most schools have media centers with VCRs and televisions.
Improvement on Teaching and Learning:
Interactive reading of a work of literature always improves a student’s
comprehension. This can be accomplished to a large extent through strong class
discussions; however, adding the supplemental projects which are now possible
through technology can strengthen that comprehension even more and promote
the genuine enjoyment of a novel. The projects promote visualization and
establish an improved sense of the novel’s setting – both time and place.
Non-technology comparison:
Whereas the opportunity for interaction is provided in classroom discourse, some
students are reluctant to participate. Lack of participation is reduced when
projects are involved. Also, the fact that students have options gives them the
control to select something they are more likely to enjoy.
Issues to be aware of:
Availability of computers is always something to keep in mind. The teacher
should monitor students to see whether they are selecting projects for which there
is adequate time to prepare. Group projects should involve input from all
members. The teacher should prepare grading rubrics in advance so that students
will understand how they will be graded. The teacher may also plan for a system
of peer evaluation on the presentations of the projects.
How to use in the classroom:
This unit has interdisciplinary possibilities. Students can incorporate math skills
in the form of charts and/or graphs, social studies skills in the form of a focus on
world events, and knowledge of the arts in the form of a focus on music, dance,
and styles of the 20’s era.
Each student will do one individual project and be involved in one group project.
The projects would be started after viewing at least part of the film The Great
Gatsby, so that they would have taken a glimpse into life in New York in the
1020’s. The class will continue the film as the projects develop.
Nature of group activities: Groups should consist of 4 or fewer students. Students
will be responsible for cooperating with each other, completing research, and
meeting deadlines. Group projects can be selected from the list of suggested
topics, but the subject would be developed more fully or presented in a more
complex manner than the individual projects would allow time for.
All projects, both individual and group, will be presented to the class. Students
will explain their projects, read or present their reports, show what they created,
play their music, display their charts, etc.
Project suggestions:
*Using PowerPoint or another type of software, create an advertising
poster for the novel.
*Using the Internet and Microsoft Word, collect information about F.
Scott Fitzgerald and create a multi-media report. Print resources may be
used in addition to electronic resources.
*Using the Internet and Microsoft Word,collect information about one of
Fitzgerald’s contemporaries – ex. Hemingway – a prepare a multi-media
report.
*Using Access, create a table showing books of fiction and non-fiction by
Fitzgerald and his contemporaries and books of nonfiction about the
1920’s. Include title, author, copyright date, and label (fiction or
nonfiction). You could also add other information like original price of
book, numbers of printings, etc.
*Using the Internet and Microsoft Word or PowerPoint, create a report on
the art, music, and/or fashions of the 20’s in America. A student could
even create a costume, play a sample of the jazz music, or demonstrate
the Charleston dance to go with the printed version of the presentation.
*Using the Internet or a CD ROM encyclopedia, research the political
and/or economic situation in the 1029’s. Report the conclusions.
*An art student could sketch a cartoon strip (or realistic illustrations) for
key scenes in the novel. These sketches could then be placed on a
scanner and saved to a disc to be presented to the class, or they could be
copied onto transparencies on a copy machine and presented to the class
using an overhead projector.
*Using the Internet and other resources, students should use the Excel
program and their math skills to create tables or graphs showing a
comparison of data to reflect life in the 20’s compared to life today.
Examples of costs to compare – price of a car, rent, home purchase,
gallon of milk, a dozen eggs, a loaf of bread, a pack of cigarettes, a
gallon of gas, the cost of a college education, dinner in a restaurant, a
doctor’s salary, etc.
*Students could use the Internet and Excel to compare sports statistics of
the 20’s to those of today. (1920’s sports could also be the topic of a
multimedia report.)
Educational and/or Technology Standards:
Illinois Content-Area Standards, specifically Technology Standards for All
Teachers :
Standard 1 – Basic Computer/Technology Operations and
Concepts
Standard 2 – Personal and Professional Use of Technology
Standard 3 – Application of Technology in Instruction
Standard 4 – Social, Ethical, and Human Issues
Standard 6 – Telecommunications and Information Access
Standard 7 – Research, Problem Solving, and Product
Development
Standard 8 – Information Literacy Skills