Lesson Plan Title: The Great Gatsby and The Jazz Age
Subject/Grade: English III/11
Developed by: Kimberly Livaudais
JCS Unit Plan Name: Modernism
NCSCOS Standard(s): RL 11.6: Determine POV and purpose in a text where rhetoric is effective, particularly how
style and content contribute to the text
RL 11.5: Analyze impact of author’s choice of how to structure specific parts of the text.
RL 11.9: Read 18th, 19th, and 20 century texts from American Lit and analyze multiple in single time period for theme.
SL 11.1:. Initiate and participate effectively (building on ideas and persuasive) in a range of collaborative discussion.
Timeline of Implementation:
Day 1
Modernism Powerpoint with lit terms (author’s choice & style)
Day 2
Initial Research of Era; HW: Read first half of “Winter Dreams”
Day 3
Show first half of movie The Great Gatsby; HW: Finish “Winter Dreams”
Day 4
Finish The Great Gatsby
Day 5
Read Fitzgerald’s letter to his daughter; HW: Read Selected Poems of the
Harlem Renaissance
Day 6
Begin Primary Research on Jazz Age; HW: Read “Soldier’s Home”
Day 7
Station Work for “Soldier’s Home”
Day 8
Finish Primary Research on Jazz Age
Day 9
Use reading selections and research to complete a mini-essay on the unit
Student Friendly statements focus and objective(s): (I can … or I will… statements)
Day One: I will complete a KWL on the early 20th century.
I will use Cornell Notes to take notes on the Modernism powerpoint.
Day Two: I will research 2 primary sources from the early 20th century at the Library of Congress Site and analyze theme and
purpose of the sources using the analysis tool downloaded from the website.
In a class discussion forum, I will share what I have found and how I think that reflects changes in the psyche of the
nation.
For homework, I will read the first half of Fitzgerald’s “Winter Dreams” using close reading strategies
Day Three: I will complete the reading log prompt, analyzing author’s choice of “Winter Dreams” title
I will watch the first half of The Great Gatsby, analyzing characterization and the effect of the author’s choice of setting
on theme.
For homework, I will finish “Winter Dreams” using close reading strategies
Day Four: I will complete the reading log prompt, analyzing how the author uses language to advance his theme.
I will finish watching The Great Gatsby and participate in a class discussion on characterization, theme, and purpose.
Day Five: I will complete the reading log, analyzing author’s choice of style advances theme and central ideas.
I will read Fitzgerald’s letter to his daughter and participate in a class discussion on the letter.
For homework, I will read the selected Harlem Renaissance poems using close reading strategies.
Day Six: I will complete the reading log on the Harlem Renaissance poems comparing stylistic choices of the poets with Fitzgerald.
I will participate in a class discussion on my reading log responses of the Harlem Renaissance and focus on Essential
question 2 and 3.
With three peers, I will use the internet and begin researching primary sources of the Jazz Age and analyze the material
using the primary source tool guide and the teacher given handout with instructions.
For homework, I will read “Soldier’s Home” using close reading strategies
Day Seven: I will complete the reading log on “Soldier’s Home” analyzing how the author’s stylistic choices advance the theme and
focusing on Essential question 1, 2, and 3.
In a group of 4, I will complete 4 stations work as directed by the teacher
Day Eight: I will discuss in a class discussion what I learned from the station work , focusing on the literature terms and
characterization,
I will get back into my group researching the primary sources and complete the research assignment, reflecting on how
these primary sources were also seen in the literature that we have studied.
Day Nine: I will write a mini-essay that answers the three essential questions by connecting the primary sources with the fiction
and non-fiction selections that I have read in order to determine how the author’s stylistic choices advanced the theme
of the Loss of the American Dream and the disillusionment of a people in the face of progress.
Materials and Resources (include digital resources):
website: http://www.loc.gov/teachers/classroommaterials/lessons/gatsby/procedure.html
website: http://memory.loc.gov/ammem/index.html
computer and internet
Reading Log
copies of short stories
Harlem Renaissance poetry,
The Great Gatsby movie,
Station supplies – markers, butcher paper, purple pens, copies of research papers and review of “Soldier’s Home”
Essential Question(s): (Big ideas written as questions… should be written as open ended to allow for in depth exploration)
1. How had the American Dream changed in the face of national disasters (war, Depression, etc.)
2. How does the modern world isolate people from one another?
3. How does literature reflect the psyche of a nation?
Activating Prior Knowledge: (What do students need to know for success and for understanding?)
Close reading strategies, How to analyze theme and character; use of figurative language; research skills
Powerpoint on background of early 20th century – WWI, Harlem Renaissance, Great Depression – using Cornell notes
Teacher Input (TIP):
(What are the main concepts that will be explicitly taught by the teacher? Include details in the
timeline)
Day One: Explanation of author’s choices and author’s style – and how they differ. Discussion of how the Modern era affected the
American Dream – loss of American Dream and Disillusionment, Hemingway hero, Stream of Consciousness, and Advent of
Harlem Renaissance
Day Two: Give the Library of Congress Website address, walk through the site with the students, and have students download the
Primary Source Analysis Tool. After the students explore the site and filled out their analysis, the teacher will mediate a
class discussion of what they have found, focusing on essential question #3.
Day Three: Give students 10 minutes to write in their reading log based on home reading. Mediate 5 minutes for students to share.
Show first half of movie The Great Gatsby
Day Four: Give students 10 minutes to write in their reading log based on home reading. Mediate 5 minutes for students to share.
Show last half of movie The Great Gatsby. Mediate a discussion by asking students to analyze main characters and
motivation, theme, and author’s purpose.
Day Five: Give students 10 minutes to write in their reading log based on home reading. Mediate 5 minutes for students to share.
Give students a copy of Fitzgerald’s letter to his daughter. After they read, pose two questions: How the author’s opinions
demonstrated in the letter appear in the novel. If Gatsby or Daisy were writing this letter to his/her child, what might
it say? Mediate class discussion.
Day Six: Give students 10 minutes to write in their reading log based on home reading. Mediate 5 minutes for students to share.
Allow students to get into groups of 4 and give students laptops. Give students handout with directions and then show
them how to get to the website for Library of Congress and how to find primary sources from the Jazz Age. The teacher
will move from group to group, assisting where needed.
Day Seven: Give students 10 minutes to write in their reading log based on home reading. Mediate 5 minutes for students to share.
Teacher will set up four stations in the four corners of the room, compete with supplies and start groups at the
different stations. The teacher will float from group to group assisting and mentoring as necessary.
Day Eight: The teacher will facilitate a discussion of the station work from the previous day, drawing out what students learned
from each area.
The teacher will allow students to reconvene in their groups for the primary source research and complete their
research and analysis. The teacher will go from group to group, helping as needed.
Day Nine: The teacher will answer any questions students have from the unit. Then the teacher will discuss the mini-essay
requirements to wrap up this mini-unit.
Literary Text Considerations:
Selected Harlem Renaissance poetry
The Great Gatsby
“Soldier’s Home” – Hemingway
“Winter Dreams” - Fitzgerald
Informational Text Considerations:
Library of Congress primary sources
Fitzgerald’s Letter to His Daughter
“Analysis of A Soldier’s Home by Ernest Hemingway” by Erik M. Dell.
Language/Grammar Focus:
None.
Language/Academic Vocabulary:
 Author’c Choice - author's deliberate selection of stylistic devices in order to present his
ideas
 Author’s Style - author's style - the choices the author made regarding diction, syntax, tone,
imagery, POV, etc.
 Theme and Central Idea
Speaking & Listening:
Class discussion and small group discussion
Writing:
Writing Log
Literary Analysis essay
Reflection Analysis
Remediation/Acceleration: (How might you provide acceleration or provide extra support for struggling learners and
opportunities to accelerate your advanced learners?)
Intervention: Have students read fewer selections (maybe eliminate Winter Dreams)
Have students research fewer number of items for the research portion.
Maintenance: ?
Acceleration: Have students create a Prezi with their Primary Source Research and the
connections to the literature.
Have students read the entire novel the Great Gatsby at home and compare it with
the movie.
Evidence of Success/Closure/Assessment:
Mini-essay
Teacher Reflection: (What worked well? What would you change or consider for next time?)
Perhaps read a section from the novel to go with the movie. Timing is an issue.
Saved as: Lesson Plan template unit.doc
Handouts on following Pages
Reading Log:
Day One: “Winter Dreams”
1. What is the significance of the title? Why do you think Fitzgerald
used “winter” in the title and not “spring” or “fall?” In what ways do
the seasons affect Dexter’s outlook on life?
Day Two: “Winter Dreams”
1. Interpret the following sentences: “The dream was gone. Something
had been taken from him.” How does this reflect the theme? The
era?
Day Three: The Great Gatsby
1. How does The Great Gatsby illustrate the theme of the American
Dream being corrupted by the desire for wealth?
2. Compare and contrast the characters of Tom and Gatsby. What do
the characters represent? How does the dichotomy of the
characters exemplify the theme?
Day four: HR Poems
1.
Day Five: “Soldier’s Home”
Day Six: Mini-Essay
Compare the themes of the Harlem Renaissance poets with those of the
Fitzgerald texts. What issues do both races share? How do the texts differ
in theme?
1. How does Krebs reflect the Hemingway Code?
2. In what ways does this short story reflect Modernism?
Complete the mini-essays:
Answer the following questions in short answer form (3-4 paragraphs)
 Based on the evidence of the artifacts you investigated, what were
some of attitudes, values, and beliefs of Americans during the
twenties?
 What event/idea/detail from the short stories/The Great Gatsby
does this object or document parallel? (include specific
detail/quote and page number from the novel.)
HARLEM RENAISSANCE SELECTED POEMS
The 1920s saw the continuation of African American migration out of the American South. As African Americans moved
north, they brought with them a culture born of their experiences navigating an often unfair society based on social
norms for which they possessed little ability to change. African Americans in the South developed complex ways of
dealing with their secondary status, from cautious acquiescence to outright defiance. Out of these cultural navigations
came jazz, America’s first authentic art form.
“A Dream Deferred” by Langston Hughes
Did you know?
Harlem
What happens to a dream deferred?
Does it dry up
like a raisin in the sun?
Or fester like a sore—
And then run?
Does it stink like rotten meat?
Or crust and sugar over—
like a syrupy sweet?
Maybe it just sags like a heavy load.
Or does it explode?
“Mother to Son” by Langston Hughes
Well, son, I’ll tell you:
Life for me ain’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor -Bare.
But all the time
I’se been a-climbin’ on,
And reachin’ landin’s,
And turnin’ corners,
And sometimes goin’ in the dark
Where there ain’t been no light.
So boy, don’t you turn back.
Don’t you set down on the steps
‘Cause you finds it’s kinder hard.
Don’t you fall now -For I’se still goin’, honey,
I’se still climbin’,
And life for me ain’t been no crystal stair.
“Dawn in New York” by Claude McKay
The Dawn! The Dawn! The crimson-tinted, comes
Out of the low still skies, over the hills,
Manhattan’s roofs and spires and cheerless domes!
The Dawn! My spirit to its spirit thrills.
Almost the mighty city is asleep,
No pushing crowd, no tramping, tramping feet.
But here and there a few cars groaning creep
Along, above, and underneath the street,
Bearing their strangely-ghostly burdens by,
The women and the men of garish nights,
Their eyes wine-weakened and their clothes awry,
Grotesques beneath the strong electric lights.
The shadows wane. The Dawn comes to New York.
And I go darkly-rebel to my work.
“Ma Rainey” BY STERLING A. BROWN
When Ma Rainey
Comes to town,
Folks from anyplace
Miles aroun’,
From Cape Girardeau,
Poplar Bluff,
Flocks in to hear
Ma do her stuff;
Comes flivverin’ in,
Or ridin’ mules,
Or packed in trains,
Picknickin’ fools. . . .
That’s what it’s like,
Fo’ miles on down,
To New Orleans delta
An’ Mobile town,
When Ma hits
Anywheres aroun’.
“Bottled” by Helene Johnson
Upstairs on the third floor
Of the 135th Street library
In Harlem, I saw a little
Bottle of sand, brown sand,
Just like the kids make pies
Out of down at the beach.
But the label said: “This
Sand was taken from the Sahara desert.”
Imagine that! The Sahara desert!
Some bozo’s been all the way to Africa to get some sand.
And yesterday on Seventh Avenue
I saw a darky dressed to kill
In yellow gloves and a swallowtail coat
And swirling a cane. And everyone
Was laughing at him. Me too,
At first, till I saw his face
When he stopped to hear a
Organ grinder grind out some jazz.
Boy! You should a seen that darky’s face!
It just shone. Gee, he was happy!
And he began to dance. No
Charleston or Black Bottom for him.
No sir. He danced just as dignified
And slow. No, not slow either.
Dignified and proud! You couldn’t
Call it slow, not with all the
Cuttin’ up he did. You would a died to see him.
The crowd kept yellin’ but he didn’t hear,
Just kept on dancin’ and twirlin’ that cane
And yellin’ out oud every once in a shile.
I know the crowd thought he was coo-coo.
But say, I was where I could see his face,
And somehow, I could see him dancin’ in a jungle,
A real honest-to-cripe jungle, and he wouldn’t leave on them
Trick clothes---those yaller shoes and yaller gloves
And swallowtail coat. He wouldn’t have on nothing.
And he wouldn’t be carrying no cane.
He’d be carrying a spear with a sharp fine point
Like the bayonets we had “over there.”
And the end of it would be dipped in some kind of
Hoo-doo poison. And he’d be dancin’ black and naked and
gleaming.
And he’d have rings in his ears and on his nose
And bracelets and necklaces of elephants’ teeth.
Gee, I bet he’d be beautiful then all right.
No one would laugh at him then, I bet.
Say! That man that took that sand from the Sahara desert
And put it in a little bottle on a shelf in the library,
That’s what they done to this shine, ain’t it? Bottled him.
Trick shoes, trick coat, trick cane, trick everything---all glass-But inside--Gee, that poo
JAZZ RESEARCH HANDOUT
PRIMARY SOURC E RESEARCH FOR THE JAZZ AGE
1. Get in groups of four.
2. Using the Library of Congress digital collections, locate at least one primary source document/object from each
of the following areas:








News
Sports
Advertisements
Lifestyle
Entertainment
Editorials
Obituaries
Business
3.
4.
5.
6.
7.
8.
9.
10.
Direct students to the American Memory collections.
Select "More browse options."
Select 1900-1929 in the Browse Collections by Time Period choices.
Deselect (remove the checks) collections that do not appear helpful.
Conduct a "keyword" search by typing a term in the box at the top of the page.
As you view each item, be sure to note the time period. You are looking for items from around 1910-28.
Keep a list of the items, including URL and caption, so you can locate them again.
Once each team has located at least one primary source for each of the categories, you should analyze them
using the Primary Source Analysis tool.
Stations for “Soldier’s Home” by Ernest Hemingway
Objectives:
RL 11.1: Cite strong and thorough evidence to support analysis of what the text specifically says as well as inferences
RL 11.3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the characters are introduced and developed). [Irony, Tone, Symbolism, Character
development, theme]
RL 11.6: Assess how point of view or purpose shapes the context and style of a text.
*********************************************************************************************
Station 1 – Movie Poster – Grab the blue paper and markers
This story was turned into a movie in 1977 starring actors you wouldn’t know. The screenplay was written by Hemingway himself,
and Robert Young was the director. I’m sure you don’t know him either! Well, let’s pretend that there’s a remake in the talks. Design
a movie poster for the movie with two quotes from the book and a picture. Please identify who you would like to hire to play the
role of Harold Krebs.
Station 2 – Analysis of the Analysis
Read the “Analysis of A Soldier’s Home by Ernest Hemingway” by Erik M. Dell. As you’re reading, think of thought-provoking
questions you’d like to ask Dell about his analysis. Each person in your group must ask two questions of the author on post-it notes
and place them in the appropriate places on the analysis. No repeats!
Station 3 – Literary Analysis – Write on your own paper. Provide each team member’s name on the paper.
With your team members, answer these questions:
*Identify an example of irony in the story.
*Explain the double-meaning of the title.
*Identify the overall tone of the story. Include textual support/evidence in your response.
*Identify the theme. Support your choice with textual support.
*POV – How would this story be different if told from his mother’s POV? Support your answer with textual support.
Station 4- Purple Pen Time – Grade a Research Paper
Grade enough research papers for your group, but you’re only writing on ONE. Using the purple pens provided, please grade and
edit the research paper that I found online for this story. Each team member must contribute some purple ink on ONE copy  Go to
town! Comment on the grammar and formatting errors. You must also suggest content changes and modifications. Pretend this is a
rough draft and your goal is to help the floundering student get an A!
Analysis of A Soldier's Home by Ernest Hemingway by Erik M. Dell
The short story Soldier's Home by Ernest Hemingway is a thought provoking look into a soldier's life, before and after a major
war. Just as opinions vary on the topic of war, opinions also vary in responses to this story. This story leaves much to
interpretation as the reader gets farther and farther into Krebs' world and the emotions that he is struggling with. The
interpretation by the readers can be summed up as both feelings of sorrow for Krebs and aggravation that Krebs will not get
over his past and continue on with his future.
My own interpretation was written as a person who served in the military but never was involved in a war. The military changes
many things in a young person; in fact "military service in general is enough to change a person's life, a person's views, and
even a person's religion" ("reader", response 19). I felt sorrow for Krebs. The young boy enlisted in the Marines to help his
country. In this process he became a man as he was subjected to the horrors of World War I. His life was changed, changed so
drastically that upon his return to this small town, his life no longer fit in its former place. Krebs became confused and reclusive
as he struggled to find a place, a place not only in his town, but also with his family. Life was no longer simple for Krebs, things
that had been simple prior to his leaving had suddenly become complicated, and "He did not want them themselves really. They
were too complicated" (154) in reference to his women issues. His sorrowful situation led many readers to formulate their
responses based on his life and the complications he now endures.
Although reader 1 seemed not to have been in the military they came to the same conclusion as me, "I felt such sympathy for
Krebs because he seemed so lost and confused" ("reader", response 1). The reader goes on to compare Krebs' trouble with the
trouble Vietnam veterans endured upon their arrival back home. This is understandable as it gives people in my generation
something to relate this story to.
The Vietnam War was mentioned a few times in some of the twenty or so readers' responses. Response 4 says "Although
written in 1923, it (is) more recognizant of the Vietnam War". The Vietnam War is told though many stories, TV shows,
movies, and any other form of media you can think about. This war had a profound effect on civilians and as such has led some
readers to compare Krebs' life to Vietnam veteran's lives. The familiarity of the Vietnam War allowed some people to relate to
Krebs's position in life.
Another familiarity that the readers seemed to relate to is relationships with other people. This too allowed many people to jump
into Krebs' shoes and live a little part of his life. For a strapping young war veteran, Krebs is awfully timid around women other
than his family members. Response 12 describes this best "Krebs paints a picture for us that shows how difficult it is to fit back
into society after being away fighting a war. Normal feelings that a boy of his age would have seemed to have disappeared or
been stripped from him because of his experiences at war and in the military. He talks about seeing girls, but not wanting to
make effort or even introduce himself". In fact an overwhelming number of responses were concerned with Krebs' ability not to
talk to women.
Krebs' trouble with women is never actually explained so this leads to much writing on the subject in reader responses. Many
reasons for this problem were explored such as response 1's "What hit me the most was how he observed the girls in town and
desired to be with someone but didn't want to put the effort into courting" which seems to blame Krebs for being lazy. However,
response 7 read the story twice and came up to this conclusion "I think they (Krebs) took advantage of the German women and
used them for sexual relations". These two responses cover the two extremes in Krebs female problems. This fixation on Krebs'
trouble with women seemed to give most of the readers a common focal point while writing their responses. The Vietnam War
and personal relationships gave the readers a familiar topic to discuss.
Even among familiarity I found surprising responses. There were multiple readers who commented on Krebs' mental stability.
This is interesting as it shows a huge educational jump from the early 1900's to the present day average education. Is it possible
that Hemmingway would have agreed with response 2 when they spoke of Krebs "needing a little bit of counseling to help him
through it". The sad part is that according to the preface Hemmingway himself was in a similar situation "This experience
haunted him and many of the characters in his short stories and novels" (152). Does this mean that Hemmingway himself could
have benefited from this counseling? Whether or not this is true it is an interesting perspective on the story and the author.
The story itself is full of details that give the reader a sense of sorrow. Krebs' late entry in the war and his overdue return to
home almost immediately put the story in a down spiral for the lead character. Readers were quick to point out that Krebs
seemed disappointed in coming home late and missing a hero's welcome. Response 3 "He misses the validation that other
returning veterans received". The validation response 3 talks about seem to me to be a crucial turning point in Krebs' life. Who
can share Krebs' experiences, if they already have been heard from other soldiers? How can he justify his actions in war, if
nobody recognizes him for these actions? Was the war simply a bad dream for Krebs?
These questions probably lingered in Krebs' head as he sat at home remembering life before the war. Not that life before the war
was anything special but it was predictable. He knew what to expect. "Nothing was changed in the town except that the young
girls had grown up" (154). The small town boy no longer fit in the predictable small town atmosphere.
Krebs' own difficulty in dealing with his problems seemed to have led many writers to have similar problems in explaining their
opinions about the story. This hopelessly depressing individual does little to resolve his problems during the course of the short
story. It is fair to say that Krebs is not any better off at the end of the story than at the beginning. This caused some responses to
be written with a confused overtone. Response 12 insists "I found it hard to find a main point to this story. While reading the
story I thought that it was going to lead up to a main event. Instead the story seemed to just stop at the end with no real point."
I believe certain people will take to this story and understand it. The story is written by a man who was scarred when he was
younger in virtually the same manner as the lead character Krebs. "At the Italian front, he was seriously wounded" (152). The
story is very personal and not meant for everybody who reads it. The experiences in the story, however do offer a glimpse into
the author's own life, his own trials and tribulations in dealing with his personal demons.
The Soldier's Home provides many avenues that readers can respond to, several characters and their interactions in the story can
be explored. Each response was written as the reader interpreted the story. As such, some responses differed, but many
responses dealt with an overwhelming sorrow for Krebs and his situation as well as he moved forward with his life and coming
to terms with his past.
Works Cited
Hemingway, Ernest. "Soldier's Home." The Bedford Introduction to Literature, 6th
Edition. Ed. Michael Meyer. New York: Bedford/St. Martin's. 2002. 152-57.
"Reader Responses to Soldier's Home." Literature and Composition. 10 Feb., 2003.
RESEARCH PAPER FOR STATIONS
Ernest Hemingway’s “soldier’s Home” is a story of a soldier who returns from World War I as a transformed
person. The story depicts his inability to fit back into the society. Krebs is at home but he doesn’t feel at home. He is with
family but he doesn’t feel he belongs there. Like various authors Ernest Hemingway tried to portray his own life after he
came back from war throughout the character of Harold Krebs. As much as Krebs believes in the truth, people around
him force him to lie. The story precisely manifests the conflict between Krebs value, which has dramatically changed
after his war experience and society expectation toward him to conform to its traditional values. Eventually to maintain
his existence Krebs has to choose isolation by detaching himself from social relations, love, religion and ambition.
Ernest Hemingway explored the moments of his personal life and the same struggle he had experienced in his
home town after returning from World War I throughout Harold Krebs character. He stretched out his experience and
emotion in Krebs personality, which illustrates the insights into his homecoming and his understanding of the dilemmas
of the returned war veteran (Putnum, 2). After the war, in 1919 Hemingway returned to Oak Park for a brief stay at
home and faced a difficult period of adjustment. According to Ernest’s older sister, it must have been something like
being put in a box with the cover nailed down to come home to conventional, suburban Oak Park living (Johnston,75).
Mentally and physically hurt from his war wounds, Hemingway entered into an idle part of his life. Ernest didn’t seem to
know what he wanted to do with his life. As describing by his sister, Ernest seemed to be at loose ends (Johnston75-76).
Hemingway was later able to reflect his disgust of his home life when he purposely portrayed himself as the character of
Harold Krebs. When Hemingway found the germ for the story in his family life, the artist would take over and as the
actual people made into literary characters-rewrite the actual into something created and quite different from the
original(westbrook,35). Krebs as well as Hemingway, a World War I veteran, is forced to lie about his involvement in the
war just to be heard. Hemingway fell into this norm of lying about war experience, which eventually made him sick of
disgust: the deception he practiced at home uncomfortably remind him of the lies he and others have been forced to tell
in order to sensationalize for home consumption the dull reality of war (Mayers, 55).
In this story the conflict has to do with Harold’s demarcation of who he has become. He recognizes he has
changed and this change is played out dramatically against the background of a town, where nothing else has changed
except the fact that the young girls has grown up (124). From his early childhood only value he believes in is telling the
truth. Lying makes Krebs feel lost within himself and when lying he experiences nausea (122). However, he forced by the
society to lie about military experience in order to be listened to, because this town has heard too many atrocity stories
to be thrilled by actualities (122). It seems clear the people of the town are more into war fantasies rather than hearing
the truth about it. That is the reason Krebs develops a bitter sense towards the war and distaste for everything that has
happened to him (122). As pointed out by Defalco, “He is forces to tell lies about his war experience in order to gain the
approval of his associates” (140). Similar point of view is presented by Petrarca, who observes that “Krebs is not able to
tell any real war stories, not even for cathartic purposes, since the home town people have been so used to hearing
hyperbole that anything merely true is destined to a poor reception. If he wishes to gain anyone’s attention, he too must
be forced to lie” (665).
Harold Krebs returned from the war with an inability to love and determined to avoid complications which
include lying. But his life is getting complicated already, when he was welcomed by the society people to be listened to
at all he had to lie. As the story goes Krebs has to lie again while trying to be attached to his family. Over the breakfast
when his mom tries to drew him back to the society she asks, “Don’t you love your mother, dear boy” (125)? Then he
replies quite truthfully, “No…I don’t love anybody” (125). At this moment he can not repress his true feelings and his
reaction causes his mother to weep. In response, Krebs is again forced to lie which makes him seek and vaguely
nauseated (126). As pointed out by Johnson, “Tears blur her vision; self-pity makes her deaf to the truth. She seems
unaware that she is deeply humiliating her son, forcing him into hypocrisy. Vaguely nauseated, he plays the role of a
child again, calling her mummy and trying to be a good boy for her (125). But these words, as well as his actions - kissing
his mother and kneeling in prayer - are lies that will speed his departure from home” (78). Even his adoring sister, who
had some good memories with his brother, makes him lie about his feelings when she asks, “‘Am I really your girl?’
‘Sure’ ‘Do you love me?’ ‘Uh,huh.’ ‘Will you love me always?’ ‘Sure’” (150). As emphasizes by Johnston, “Krebs is seeking
a smooth uncomplicated life in a world of patterns and colliding forces. When the patterns or collisions are simple,
predictable, and impersonal, such as in a game of pool or baseball, he can enjoy the situation….. But when the situation
involves a collision of values, personalities, and attitudes, as in a family quarrel; or a social pattern of conformity, lies,
and restraint, as in courtship; he would rather escape into the “cool dark of the pool room” (146), or into a book” (79).
Krebs can not relate to anyone anymore, neither to his family nor the community he returns to.
Krebs family represents the society and its values. Before going away to the war, Krebs attended a Methodist
college in Kansas (121). The fact that his college was a religious institute shows before the war he was connected to his
mother’s religious values. As described by Johnston that, “one of the photographs described at the beginning of the
story which shows Krebs at the Methodist college in Kansas with his fraternity brothers. This is a picture of conformity to
the conservatism and religious dictates of his family, to the social pressures of the college, and to the fashions of the
day” (76). It also shows the fact that Krebs belongs to the society which he doesn’t feel anymore. Harold’s war
experience makes him reject the religion which is widely accepted by the community. As Defalco states, “Church, family,
and society no longer command allegiance from the individual who was experienced the purgatorial initiation of war”
(138). When his mother tries to convince him to bring out of that value in order to help her son to fit back into the
society, she says, “God has some work for everyone to do….there can be no idle hands in his Kingdom” (125). Harold
replies, “I am not in his kingdom”(125). According to Krebs the world he discovered during the war, had no hand of God
in it. The war has stolen any religious belief Krebs might have had. His disbelieve about religion consequently pushes
away from the society he lives in.
Krebs not only rejects religion but also any relationships with girls. He lost his romanticism during the war.
Presumably, the scenes he had encountered in World War I, such as at the battle of Belleau Wood, Soissons, and in the
Argone (121-122) and the things he had done during those battles traumatized him so that he loses his emotion.
Another reason that keeps him build any relationship with girls is his desire to avoid consequences. He recalls the French
and German women because relationships with them were uncomplicated and without consequences. There was no
needing even talk to them which means there were no space for any consequences at all. However, he mentions that
“he would have liked a girl if she had come to him and wanted to talk” (123). But he does not want to work to get her or
do anything drastic to get her attention. As Johnston observes, “Krebs admires the girls but their appeal vanishes when
he meets them downtown. After all, he is seeking a life that is free from complications, free from consequences. The
intricate harness of courtship and marriage is not for him (78). Moreover, he wanted to live along without any
consequences (1230. For Krebs asking a girl would be a risk. It would lead to complications, whether good or bad, and
taking the risk just wasn’t worth anything. As Imamura comments,” Krebs does not want to be disturbed; it is good
enough for him simply to look at the girls on the street. He is able to keep his mind peaceful by avoiding talking to the
girls and his role as on looker give him a sense of security. While Krebs remains in a safety zone on the front porch, he is
protected. The girls walk on the other side of the street; nothing can touch him” (102). Krebs is now free from any
pattern set by the society. He is beyond any dictations of the community. No matter how much his mother tries to drag
him back into the society by suggesting that he invites girls for a ride, nothing seems to work. Krebs remains untouched
by the fact that his father has allowed him to use the car, even though as a child he often looked forward to it (125).
That shows clearly he has no expectation from life or perhaps he is not ready to act yet.
Another value widely accepted by the society, which Krebs rejects is an ambition of life. All the other former
soldiers have already found a fitting and suitable place for themselves in the community, but Harold needs a while
longer to figure out what he wants to do. After coming from war he spends much of his time waking up late, reading
books, playing pools, walking around, and watching girls across the street (122-123). His attitude towards life makes his
parents to worry. As Johnston points out, “Mrs. Krebs voices the same blind faith and presents the same conventional
ambitious for her son which is a good job and marriage to a girl. Thus, Krebs finds no peace but conflict and tension on
the home front. Krebs needs to readjust, to sort out his life, to find himself. But a month after his return his mother
begins exerting pressure on him to become a really a credit to the community. She is depicted as well-intentioned but
blind to his emotional needs” (77). She also brings out Krebs fathers observation that his father would approve of him
doing any kind of job since no work is dishonorable (125). It shows clearly the conflict which is arising: from one side his
family trying to help him join the society and to become a productive citizen, from the other Krebs rejecting the values
that are very common in his home town. Tension deepen between Krebs and his parents, this is exactly what happened
to Hemingway when he lived with his parents. Johnston points out Hemingway’s mother, who said you can’t have a boy
just fooling around all the rest of his life; he must get interested in something (76). Shortly after his twenty first birthday
his mother issued an ultimatum that he finds regular job or move out(67). Hemingway moved out as well as Krebs did, in
order to leave complicated life. This might be an explanation how Hemingway uses Krebs to express his distaste for the
home life after returning from the war.
Throughout the story the rising conflict has been shown between Krebs value and the community’s expectation
towards him to conform the norm of the society. He is expected immediately to be a productive member of the society.
Krebs family worries over his alienation from the real world; although they don’t seem to understand the intensity of the
problem. War has taken away any kind of feelings he might had about life. That gives us a living example of how war can
dehumanize a human mind, but also explores how the society reacts to the individual whose minds are traumatized
after returning back from the war. The conflict portrays by Hemingway is not solved. Krebs doesn’t consume the
strength yet to conform. The story is ironic and doesn’t give any hint about Krebs future life. Krebs decides to go to
Kansas City where no one is going to bully him to conform. The fact that he prefers to go away to look for a job indicates
his need to escape from the system that he no longer believes in. He plans to live there without emotional complications
in order to fit back into the new society.
Works cited
Defalco, Joseph. The Hero in Hemingway’s Short Stories. Pittsburgh: University of Pittsburgh Press, 1963. 136-144.
Hemingway, Ernest. “Soldiers Home.” The Bedford Introduction to Literature. Ed. Michael Meywr.2nd ed. New York:
Bedford St. Martins, 1990.121-126.
Imamura, Tateo. Soldiers Home: Another Story of a Broken Heart. Hemingway Review Fall 1996: 102. Academic search
Premier. EBSCOHost. LaGuardia Community Coll. Lib, Long Island City, NY. 5 May
2006http://search.epnet.com.
Johnston, Kenneth G. The Tip of the Iceberg: Hemingway and the short story. Greenwood: The Penkevill Publishing
Company, 1987. 75-79.
Meyers, Jeffrey. Hemingway: A Biography. New York: Harper and Row Publishers, 1985.55.
Petrarca, Anthony J. “Irony of Situation in Ernest Hemingway’s Soldiers Home.” English Journal. 58 (1969): 664-67.
Putnam, Thomas. Hemingway on War and Its Aftermath. The U.S. National Archives& Records Administration 38(2006):
1.
Westbrook, Max. “Grace Under Pressure: Hemingway and the Summer of 1920.” Ernest Hemingway: Six Decades of
Criticism. Ed. Linda W. Wagner. East Lansing: Michigan State University Press, 1987. 19-40.