AP Literature Unit Essential Questions
Unit 1: Reviewing Summer Reading
Heart of Darkness, Joseph Conrad
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What is happening historically surrounding this novel?
Looking at The Scramble for Africa with a critical eye.
Understanding Conrad’s narration, a narrator within a narrator.
What have critics said about Conrad’s novel (“An image of Africa,”
The Massachusetts Review, 1977, Chinua Achebe).
Reading and understanding Rudyard Kipling’s poem “The White Man’s
Burden”.
Understanding Conrad’s use of animal imagery pg. 17-18.
Should authors be concerned with a sense of propriety and morale in their
writing?
Is Heart of Darkness racist? What’s the theme or message of the novel?
Is the portrayal of African’s within the novel unfair?
What is the meaning of Kurtz’s final words?
Catch 22, Joseph Heller
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What is happening historically surrounding the novel?
Understanding the author’s narration and structure.
The novels disarray (unorganized structures) helps to portray the chaos of
war.
Analysis of characters.
Questions, thoughts, or insight discussion concerning the novel.
We will end this mini-unit by doing AP practice multiple-choice questions
timed in class. We will then go over the answers together.
After reading both texts students are required to write a paper responding to an AP style
open-ended essay prompt.
In many works of literature, a physical journey—the literal movement from one place to
another—plays a central role. Using out two required summer texts in which a physical
journey is an important element, discuss how the journey adds to the meaning of the work
as a whole. Avoid mere plot summary.
Unit 2
The Adventures of Huckleberry Finn, Mark Twain
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Getting to know Mark Twain as man and author.
What is the historical setting of the novel?
How does this setting affect the atmosphere and conflicts of the story?
Examining Twain’s use of dialect, tone and satire.
Why has this novel been accused of racism?
Looking critically at the character of Jim as a possible minstrel character
(read through the article entitled “Blackface Minstrelsy”
http://etext.lib.virginia.eud). Students will compare and contrast Jim as a
minstrel character based on their reading of the novel and their reading of
the article on “Blackface Minstrelsy”. They will then need to provide
support for their opinion.
Looking at Jim as protector and hero.
Examining the dreaded “N” word found in Twain’s Huck Finn. Students
will read an article from Randal Kennedy’s book Nigger (chapter 1, The
Protean N-Word).
Students will read and write about the poem “We Wear the Mask”, by
Paul Laurence Dunbar.
The first paper students will write, about half way through the unit, will be a creative
paper. I call it a lost page paper. Students will need to create a paper in which it acts as
lost pages to Mark Twain’s manuscript of Huck Finn. Each student will need to write
this paper in a way that it clearly demonstrates the student’s understanding of Twain’s
tone, diction, structure, etc.
The second paper, at the end of the unit, will be student choice from a list of AP style
open-ended questions.
Unit 3
Candide, Voltaire
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We will start the unit with some more practice AP multiple-choice
questions. Students will be timed when answering them and then we will
go over the answers together.
What is the historical climate while this text was being written (the
Enlightenment)? The article students will read on the Enlightenment,
called “The Enlightenment” comes from http://wsu.edu.
What is the philosophy of a rational and well-regulated universe?
What’s the ideology of Skepticism?
Who is Gottfried Wilhelm Leibniz, what are his philosophies and how did
they impact Voltaire and his text?
Look at satire as an element used by Voltaire and identify it in his work.
Look at poems that use satire; “A Solitary Triumph”; “Introduction to
Poetry”; by Billy Collins; “Rape of the Lock”; by Alexander Pope.
Identify elements of satire.
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Students will examine and discuss the following elements used by
Voltaire: symbolism, imagery, figurative language, tone, and
theme/meaning.
The first paper students will write about half way through the unit is a satire poem.
Students will pair up and pick a current trend or event and write a satire poem using
elements of satire to write their poem.
The second paper students will write is a critical AP style open-ended essay. Students
may choose their own prompt to write about from the list of AP open-ended questions.
Unit 4
The Canterbury Tales, Geoffrey Chaucer
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We will start the unit with some more practice of AP multiple-choice
questions. Students will be timed in answering them and then we will go
over the answers together.
We will discuss at length an author’s use of syntax, mood/tone, and
diction in relationship to The Canterbury Tales.
Who is Geoffrey Chaucer?
What is the historical climate of this time? What were the “rules” of the
Middle Ages? What was feudal life, religion, and town life like?
What’s a pilgrimage?
Understanding estate satire, parody, and fabliau.
What was courtly love during the Middle Ages? What were the virtues of
a knight/code of chivalry? Understanding Fortune’s Wheel.
Canterbury Tale Project
o Students will pair up with one or two other people and take on the
task of teaching a tale to the rest of the class. Their lesson must
teach the class about the historical facts of their tale/pilgrim as well
as actually teach the tale. The lesson must include some sort of
assessment of learning.
o Each student will be responsible for reading each tale and filling
out a literary term handout with the reading of each tale, including
items such as: setting, characterization, conflict, imagery, theme,
diction, satire, and metaphor/simile.
As a final writing piece for this unit students will have the opportunity to choose from
one of the following options:
 Select three characters from The Canterbury Tales who Chaucer seems to
be satirizing. Explain the satire and the meaning of its usage.
OR
 Analyze the poetic craft of one of Chaucer’s poems (or compare and
contrast the techniques of two). You may wish to consider such aspects as
the use of rhyme and meter, style and diction, tone (serious? humorous?
mock-serious), handling of philosophical ideas or themes, speaker’s
relationship with the audience, etc.
Unit 5
The Inferno, Dante Alighieri (selection of cantos I-VII, XI-XV, XXXI-XXXIV)
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We will start the unit by the students writing a timed essay from Session II
of the AP test, a free-response question on William Blake’s poem “The
Chimney Sweeper.”
Once the students have written the essay I will grade it and then go over
the essays together in class. I will show them an essay that scored high on
the scale as an example.
Who is Dante Alighieri?
What is the historical climate of the time?
We will focus on Alighieri’s text as an example of allegory littered with
symbols.
What are the images that Dante chooses to use? Why? How effective are
they?
Students will read a critical essay on Dante’s Inferno called Inferno I:
Breaking the Silence, by Denise Heilbronn-Gaines (Dante’s Inferno: The
Indiana Critical Edition, edited by Mark Musa) and discuss any questions,
thoughts or insights they had while reading the article. Is it a valid
viewpoint? Is it disregarding anything important?
Students will also read critical essay Hell as Mirror Image of Paradise, by
Joan M. Ferrante (Dante’s Inferno: The Indiana Critical Edition, edited by
Mark Musa). Keep track of and discuss questions, thoughts, or insights.
What historical connections can you find?
As a final writing piece for this text students will create their own circle of hell. Students
will choose a sin of their choice and then take on the task of writing their own Canto.
Their canto will follow the same format as Dante’s, with an introduction to their sin in
the opening of their Canto. They will need to pay attention to the following poetic
elements: imagery, diction, syntax, metaphors and symbolism.
Unit 6
Hamlet, William Shakespeare
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What are the elements of a revenge play?
What might the audience already know to be the outcome of the play and why
is this important to note?
How does the genre of a play affect a story differently than a novel?
What mood does Shakespeare set? How does he go about setting this mood?
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What kind of king is Claudius?
Why does the world look “weary, stale, flat, and unprofitable” to Hamlet? Is
this attitude youthful rebellion or a deeper wisdom?
One of the play’s themes is illusion versus reality, where do you find evidence
of this theme being explored? What possible message could Shakespeare be
trying to convey?
What does Hamlet’s soliloquy in Act III: I reveal about his attitude toward
revenge?
Explore Hamlet’s madness throughout the play.
How is Hamlet’s questionable madness contrasted with Ophelia’s real
madness?
Understanding Hamlet as tragic hero. What is Hamlet’s fatal flaw?
Looking at parody’s of Hamlet’s famous “To be, or not to be” speech.
Students will look at poems such as “To hate or not to hate”, by Amelia
Handoyo; “The Slacker’s Soliloquy”, by Enoch Tung and “The Glutton’s
Soliloquy”, by Mariam Fofana.
Half way through the unit for the creative writing portion of this unit students will write
their own parody of Hamlet’s famous “To be, or not to be” speech.
The second paper students will write is a critical AP style open-ended essay. Students
may choose their own prompt to write about from the list of AP open-ended questions.
Mini-poetry unit—Tintern Abby, by William Wordsworth and The Prisoner of Chillon,
by Lord Byron
Midterm practice and review Session II, Part I of the NY State Regents Exam
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Identify poetic elements used by the authors.
What connection can be made between the poems?
What role does Nature play in both of these poems?
Write a practice Session II, Part I Regents Essay in preparation for the
midterm.
Unit 7
Research Paper
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Students will write an 8-10 page research paper on an author of their choice.
Students will need to choose an author that they are familiar with and have
read at least one novel by previously. They will then need to read an
additional novel by that author that they have never read before in preparation
for their research. Once students have read the novel they will begin research
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(They have approximately 7-10 days to read their novel during midterm
week.).
They will need to research the author’s life and works along with the history
during that time (which may have influenced their writing) and literary
criticism surrounding their works.
Requirements for research
o 8-10 pages
o Works Cited
o 100 note cards
o Rough drafts
o Peer editing (at least 2 peers and 1 adult/teacher edit)
o 5 sources (at least, you may have more)
 2 print
 2 database
 1internet
Unit 8
The Great Gatsby, F. Scott Fitzgerald
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We will start the unit with some more timed practice AP multiple-choice
questions. Students will be timed in answering them and then we will go over
the answers together.
Who is F. Scott Fitzgerald?
What was the historical climate of the time (The Roaring Twenties)? Who
was the flapper and what role did prohibition play at this time? Students will
read and article entitled “Gatsby’s America” (A Reader’s Companion to the
Novel: The Great Gatsby, edited by Richard Lehan).
Unreliable narrator versus a reliable narrator. Seeing Nick as a reliable
narrator.
Tracking motifs and symbols throughout the novel.
o Eyes
o Colors: green, silver, gold, blue, white
o Rain
o Houses (Nick’s, Gatsby’s, Tom and Daisy’s)
o West Egg
o East Egg
 Students will re-read chapter 3 underlining and highlighting Fitzgerald’s
use of descriptive language. Students will identify what elements he is
using through out the chapter.
 We will discuss the importance of the technique flashback. How does this
add to a story? What purpose does it serve?
 Who is James Gatz?
 What role does motivation play in the creation of Jay Gatsby?
 Looking at the characterization of Daisy, Jordan, Nick, and Myrtle.
 How does Fitzgerald use irony, particularly with the character of Tom?
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What might Fitzgerald’s theme be in relation to the American Dream?
How would you define the American Dream? Is it obtainable?
The first paper that students will write, half way through the unit, they will have the
option of choosing from the following choices:
1. Compare and contrast Tom and Gatsby.
2. Discuss what the following symbols represent in the novel
a. The Valley of Ashes
b. The eyes of Dr. T.J. Eckleburg
c. Daisy’s voice “full of money”
3. Give an analysis of one of the following characters
a. Daisy
b. Tom
c. Jordan
d. Nick
e. Gatsby
f. Myrtle
4. In the novel, Tom and Daisy are apart of the established upper class while Gatsby is
apart of the class known as “the new rich.” Explain the role that each of these social
groups play in the novel.
The final paper that students will have to write they will be able to choose from one of
the following options:
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What led to the downfall of Gatsby’s dream?
How does The Great Gatsby illustrate the theme of the American Dream being
corrupted by the desire for wealth?
Why is The Great Gatsby considered to be the great American novel?
Discuss the title of the novel. In what ways is Gatsby great?
Discuss the narration of the novel. What kind of person is Nick? How do you
know? Why do you suppose Fitzgerald chose to make him the storyteller?
In the beginning of the novel Nick introduces himself as a person who
reserves judgments. However, by the end of the novel it seems as though he
has made some judgments. What sort of judgments has he made?
Unit 9
The Crucible, Arthur Miller
The Color Purple, Alice Walker
(This will be an independent study. Students will be responsible for reading this novel,
answering study guide questions, and writing a paper while we read through The Crucible
in class together.)
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Who is Arthur Miller? Why did he write this play?
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Who is Joseph McCarthy and McCarthyism?
How might this play be an allegory for what happened in the 1950s?
What are the possible causes of the Salem Witch Trials?
Why did the trials end?
What are the lessons to be learned?
What conflicts arise within the text?
Who is John Proctor?
How does Miller set the tone for hysteria?
After reading The Crucible students will write a paper choosing from the following
options:
 John Proctor—Fool or Hero? Reverend Hale tells Goody Proctor, “Life,
woman, life is God’s most precious gift; no principle, however glorious,
may justify the taking of it…Let him give his lie.” Discuss whether you
think that John Proctor was either right or wrong with regard to what he
decides to do at the end of the play.
 John Proctor says at the end of Act II, “…we are only what we always
were, but naked now.” What does Arthur Miller reveal these people to be
in the play?
 How does the title relate to this play?
 The term “witch hunt” is commonly used to describe a certain kind of
accusation or attack. What are the elements of a witch-hunt as explored in
this play?
 An important aspect of this play is the use of manipulation and power.
How are these themes worked out in the play?
 One of the main conflicts in the play can be seen as a conflict between an
individual’s conscience and the demands of authority. How is this conflict
established and developed in the play?
The Color Purple
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What kind of woman is Celie?
How does she cope with the difficulties of her life?
How has she changed by the end of the novel?
Why does Celie write to God? Why does she stop addressing her letters to
him?
What distinguishes Sofia and Shug from other women in the novel?
How important is gender in the novel? How are men portrayed? Are
there any positive portrayals of men?
How is the issue of race explored in the novel?
How would you describe the style of Celie’s narrative?
How effective do you find the novels form?
What is the significance of the novel’s title?
For the writing assignment for this novel students will respond to the following prompt:
Male authors have written all the novels that we have read this year. Alice Walker’s The
Color Purple is the only exception. For this writing assignment I want you to consider
how this novel differs from the other novels in diction, syntax, voice, imagery, theme,
etc.
Unit 10
Beowulf (Translated by Seamus Haney)
Grendel, by John Gardner
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We will start the unit with some more timed practice AP multiple-choice
questions. Students will be timed in answering them and then we will go
over the answers together.
What are the essential elements of an epic?
Understand Beowulf’s use of alliteration and kennings
Looking at the character of Beowulf—Beowulf as Hero.
Compare the Anglo-Saxon hero (Beowulf) to the values of his time with a
modern hero and the values of our time.
What lesson does this epic send to its reader?
What is Nihilism? Existential Nihilism?
How does Grendel differ in Gardner’s novel compared to Beowulf?
Why would Gardner choose to retell Beowulf from the monster’s point of
view?
Grendel’s narration is full of references to a mechanical universe. Why do
you think he uses this image?
How does the Shaper’s song affect Grendel?
We will finish the unit with the students taking a practice AP essay test
(free response). The students will be asked to write about the poem
“Broken Heart”, by John Donne. I will grade this and give it back to
them. We will then go over the essay together as a class, working through
the poem line by line.
The final writing piece for Beowulf and Grendel will be combined together into one
writing assignment about Beowulf. This will be more of a creative piece. Students may
pick from the following options:
 Create a newspaper or magazine. This should look like a real
newspaper/magazine with headlines and news articles. Everything
included must be based off events/characters from the epic.
 Diary entries. These should be written in the voice of one of the
characters from the epic. Entries should revolve around actions or events
from the epic.
 Rewrite a scene. Take a scene and modernize it with contemporary
dialogue. Although this is a contemporized version it must still stay true
to the story.
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Rewrite the ending. If you do not care for how the epic ended, or perhaps
you are wondering what it would be like if it ended differently, you may
change it.
Unit 11
Catcher in the Rye, J.D. Salinger
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What can we learn through the character of Holden?
Is Catcher in the Rye still relevant for today?
Understanding Holden as an unreliable narrator.
Holden complains about phoniness throughout the novel, are there times
when Holden is phony?
Looking at the characterization of Holden.
Tracing motifs within the novel
o Sex
o Loneliness/Depression
o Red hunting hat
o The ducks in Central Park
o Death/Kill/Die
Exploring the theme the loss of innocence.
Looking at William Blake’s “The Lamb” and “The Tiger”.
Understanding the title of the novel. Looking at Robert Burn’s poem
“Comin’ Thro The Rye”. Why is Holden’s misunderstanding of this poem
important?
How does Phoebe act as a savior for Holden?
The final paper that students will need to write for this novel will be a reading response
paper. Objective: Pick a character, event, theme, quote, or symbol and identify its
meaning and importance to the novel, using specific details to back up your thoughts and
ideas. Lastly, write about what connections can be made to the outside world; in essence,
what might J.D. Salinger be trying to say about life through this idea?