Simon C. Edgett
Goal:
By applying the concepts learned in the introduction to the Romantic Period and elements from the biographical study of the Shelleys, students will analyze Frankenstein by Mary Wollstonecraft Shelley to get a fuller understanding of her life and her work, and her contributions to the period and to literature.
Objectives:
•Students will be able to identify and analyze elements of Romanticism in Frankenstein.
•Students will be able to connect elements from Mary Wollstonecraft Shelley's life to her novel.
Overview:
In this series of lessons, students will be applying their study and understanding of the Shelleys' lives to their reading of the novel, Frankenstein. Since the reading of the novel will take three to six weeks depending on the reading level of the students, these lessons are to be developed around smaller designated sections of the larger text and gradually to build into a complete understanding of the relationship of biography and the novel as a whole. In classrooms with struggling readers, to whom the entire novel is too large an undertaking, I have taught a survey of the text using selected chapters to provide a general understanding of the story as a whole. Though I do encourage the reading of the novel in its entirety, this modification is necessary in some cases and the benefits outweigh (in my eyes) the losses.
Suggested Breakdown of the Text:
The following schedule of reading from Frankenstein provides a three-week structure for the completion of the reading of the novel. This structure is intense and relies on students reading between 15-25 pages each night. This could be modified by making the nightly readings shorter or by doing some of the reading in class and holding discussions on alternating class periods.
1.
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Author's Introduction (1831) and Preface
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2.
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Letters 1-4 (the account of Robert Walton, leading up to Victor Frankenstein's story)
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3.
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Volume 1, Chapters 1-3 (Victor's early life and interest in natural philosophy/alchemy)
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4.
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Volume 1, Chapters 4-6 (discovers the secret of life; builds and abandons the creature)
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5.
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Volume 1, Chapters 7-8 (death of William and trial of Justine)
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6.
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Volume 2, Chapters 1-2 (Victor's guilt and trip to the Alps)
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7.
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Volume 2, Chapters 3-5 (Creature recounts his early existence; learning to speak/read)
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8.
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Volume 2, Chapters 6-7 (life with the cottagers and his attempt at friendship)
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9.
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Volume 2, Chapters 8-9 (Creature's recounts murder of William; agree to build female)
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10.
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Volume 3, Chapters 1-2 (Victor delays his new project)
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11.
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Volume 3, Chapters 3-4 (destruction of female; suspect in murder of Henry Clerval)
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12.
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Volume 3, Chapters 5-6 (Victor and Elizabeth's marriage; Elizabeth's murder)
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13.
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Volume 3, Chapter 7 (Victor tracks the creature to the north; Walton's final letter)
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There are connections between the Shelleys' experiences and each of the sections of text above. One example would be the connections between their travels through the Alps, Percy's poetry, and division number 6 above. The role of the sublime in easing Victor's mind is a major element of the two writers' philosophies. An interesting point of conversation could also center on the contrast between the peace of this setting and the appearance of the Creature.
There are also ongoing connections that unfold as the story does. Victor is reluctant to marry, whether because of his distraction by scientific interests or his feelings of guilt over his creations actions. Consider this in light of Mary's father's view of marriage and the influence this must have had on Mary. Also consider the strange circumstances surrounding her own marriage to Percy. This is an area of discussion that most high school students will quickly connect to.
Assessment:
At the completion of each segment of the text, students should complete a brief journal entry analyzing the reading for connections to the biographical materials they have already studied. These entries will form a starting point for students to build off of in class discussions.