Introduction

Mark Twain's novel, The Adventures of Huckelberry Finn has been a source of heated debate since its publication in America in 1885. Proclaimed on the one hand as a "masterpiece" by T.S. Eliot and on the other hand as "very irreverent...more profitable for the slums than it is for repectable people" by the St. Louis Globe-Democrat, the novel has nonetheless become an accepted part of the American literary canon.

Although Ernest Hemingway asserted "All modern American literature comes from one book by Mark Twain called Huckleberry Finn," the novel has also been declared "unfit for children" and "racist," and in 1957 the NAACP charged that Huck Finn contained "racial slurs" and "belittling racial designations." According to the People for the American Way, the novel has been one of the most frequently challenged books, not only in Twain's contemporary times, but also in recent times. The Adventures of Huckleberry Finn continues to make its appearance on banned books lists.

The present position of the national NAACP is in support of teaching novel, stating " You don't ban Mark Twain-you explain Mark Twain! To study an idea is not necessarily to endorse the idea. Mark Twain's satirical novel, Huckleberry Finn, accurately portrays a time in history-the nineteenth century-and one of its evils, slavery. "

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Task

Your challenge is to determine whether Mark Twain's novel, The Adventures of Huckleberry Finn is racist and should be banned on that basis. To this end you will research the history of African American slavery, African American stereotypes, the development of Jim's character in the novel, African American slave narratives, contemporary and modern reviews of the novel and arguments on both sides of the issue of racism in the novel. As you gather material, you will compile a portfolio of "evidence" to support your final position which you will present to the class as part of a team of experts. top

Process & Resources

For each step of this project, you will be copying and pasting information and/or images into a Word document. You must copy and paste the URL (web address) for each piece of information you collect. Place your research in separate folders within your Documents folder according to the TOPIC. Please...save (Ctrl-S for Windows/ Cmd-S for Mac) every time you add a new piece of information!

Topic 1: African American History: The following sites contain information about the history of African Americans from Africa to Reconstruction.
  • The African American Journey: From Africa to America
  • Slave Trade
  • Emancipation Proclamation
  • Explore the sites and links they contain to find an overview of information, particularly with regard to the slave trade and slavery in the United States.
  • Copy and paste information into a Word document that includes the following topics:
    • African American Ancestry
    • The Slave Trade: Colonial American and the American South
    • Free Blacks Before the Civil War
    • The Abolition Movement
    • The Emancipation Proclamation
    • Reconstruction
    • Forces of Reaction
  • Use your information to write a report for your evidence portfolio on African American History from Africa to Reconstruction. Your report should be at least 500 words in order to cover each topic in a clear, concise manner. top

Topic 2: African American Stereotypes / The Characterization of Jim in The Adventures of Huckleberry Finn: Among the major criticisms of The Adventures of Huckleberry Finn has been that the portrayal of Jim depicts him as a racist stereotype. In this section, you will define what a stereotype is, look at the historical roots of African American plantation stereotypes, and compare these stereotypes to modern portrayals of African Americans. Your goal is to recognize the historical roots as well as contemporary manifestations of stereotypes in order to more critically examine and evaluate how Twain uses those stereotypes in Huck Finn. The information you gather will be used to complie a report to include in your evidence portfolio.

Step One: Open a Word document and compile information by following the research outline below. Answer each question based upon information you have previously researched, or by researching the links provided. Please use complete sentences and provide thorough responses.

1. About Stereotypes

  • Definition :
    • What are stereotypes? Why and how are they formed? Write a working definition of the word stereotype based upon your responses.
  • Slave Stereotypes:
    • What was Thomas Jefferson's view on African Americans? How did he use slave stereotypes to make the argument that blacks are inferior?
    • How were stereotypes used to justify slavery? How were these ideas used to reassure slave owners?
    • Why might slaves themselves have reinforced stereotypes?
    • How have slave stereotypes influenced portrayals of African Americans today?
  • Wearing the "Mask" of the Stereotype:
    • What is the main conflict in Chapter 5 of Maya Angelou’s autobiography, “I Know Why the Caged Bird Sings”? (provided in class) What does she mean on page 33 when she says about Momma and the girls who had teased her, “Whatever contest had been out front, I knew that Momma had won”? What was the contest, and how did Momma win it?
    • What main idea do the Paul Laurence Dunbar's poem, “We Wear the Mask” and Langston Hughes' poem, "Minstrel Man" express? How do these idea compare to the events portrayed in chapter 5 of Maya Angelou’s autobiography, I Know Why the Caged Bird Sings?
    • What are some "masks" that oppressed groups use? What is the function of such a mask? How can masks be used as a form of resistance?

2. The Portrayal of Jim as a Stereotype

    • Choose at least five images from the illustrations from the original Huck Finn, and other artists' representations of the character Jim and for each, answer the questions below.
      • Why might the illustration be considered offensive to today's reader/viewer?
      • What stereotypes does the illustration reflect?
      • How does the text of The Adventures of Huckleberry Finn either support or challenge they stereotype in the illustration?
    • Read E.W. Kemble's (the illustrator for the original Huck Finn) autobiographical essay, "Illustrating Huckelberry Finn." In what ways does the essay show how and why his pictures appealed to the readers of his time?
    • Read about Blackface Minstrelsy. Compare the conversation from Minstrel Gags with the excerpts form Huck Finn that are linked at the bottom of the page. What kinds of stereotypes do these conversations portray? How do the conversations with Jim reinforce these stereotypes?

3. Modern Portrayals of African Americans

Step Two: Using the information and images you have gathered in your research for this section, write a report of at least 500 words on the topic of African American stereotypes in the 19th century and today. You should organize your report according to the above research outline. This report will be the second piece in your evidence portfolio. top

Topic 3: Slave Narratives---The Reality of Slavery: Is Mark Twains's portrayal of slavery in The Adventures of Huckleberry Finn accurate? In Topic 2, you researched African American slave stereotypes and the characterization of Jim in Huck Finn. In this section, you will research the reality of slavery by reading several slave narratives in order to form a more realistic image of slaves and slavery in comparison to the stereotypes you have looked at.

1. Introduction to Reading Slave Narratives: Read the the following introduction to slave and ex-slave narratives to gain and overview of the topic. As you are reading, answer the questions below on a separate sheet. The responses to these questions are the notes you will use for the introduction of the report on Topic 3: Slave Narratives---The Reality of Slavery.

  • An Introduction to the Slave Narratives
    • Why and how are slave narratives important as historical sources?
    • What is the historical context (time and place) of slave narratives?
    • What kinds of information do these narratives provide? (give specific examples)
    • Why are slave narratives important from a literary standpoint?
    • How did slave narratives influence the opening a dialogue between blacks and whites about slavery and freedom?
    • Summarize the literary contexts for slave and ex-slave narratives as presented in the article.
    • Why is the documantation of slave narratives important to our nation?

2. Reading Slave Narratives: Choose at least one male and one female slave narrative from among those provided at the sites below. For each narrative, take notes by answering on a separate sheet the questions that follow. You may copy and paste a page of photographs or illustrations for each narrative, but your notes should be written by hand on a separate sheet. The responses to these questions are the notes you will use for the body of your report on Topic 3: Slave Narratives---The Reality of Slavery.

  • American Slave Narratives: An Online Anthology
  • Harriet Jacobs: Incidents in the Life of a Slave Girl
  • Excerpts From Slave Narratives
  • North American Slave Narratives
  • Links to Slave Narratives
    • What is the name of the narrator?
    • Where and when was he/she born?
    • Under what kinds of conditions did he/she live? Under what kinds of conditions did he/she work? Be very specific. Provide the details necessary for your reader to get a clear picture of the narrator's living and working conditions. Include descriptions of:
      • slave life
      • slave masters
      • family
      • learning
      • freedom
      • superstition
      • religion
      • additional topics you discover in your narrative
    • In what ways did the narrator resist slavery?
    • How did the narrator maintain his/her pride, dignity, and integrity, despite being enslaved?
    • What did freedom mean to the narrator?
    • Frederick Douglass writes in his autobiography, Narrative of the Life of Frederick Douglass, "You have seen how a man was made a slave; now you shall see how a slave was made a man." What does he mean? How can you apply this quote to this narrator?

3. The Image of Slavery in Huck Finn: Answer the following questions in order to evaluate and compare the portrayals of slaves and slavery in The Adventures of Huckleberry Finn and the slave narratives you have read. The responses to these questions are the notes you will use for the conclusion of your report on Topic 3: Slave Narratives---The Reality of Slavery.

  • Does Huck Finn contain a realistic portrayal of slave life? Why or why not? Using Jim and the other slaves depicted in the novel, answer as completely as possible the following questions:
    • Under what kinds of conditions did Jim live? Under what kinds of conditions did he work? Be very specific. Provide the details necessary for your reader to get a clear picture of Jim's living and working conditions. Include descriptions of:
      • slave life
      • slave masters
      • family
      • learning
      • freedom
      • superstition
      • religion
    • In what ways did Jim resist slavery?
    • How did Jim maintain his pride, dignity, and integrity, despite being enslaved?
    • What did freedom mean to Jim?
    • Frederick Douglass writes in his autobiography, Narrative of the Life of Frederick Douglass, "You have seen how a man was made a slave; now you shall see how a slave was made a man." What does he mean? How can you apply this quote to Jim?

4. Write the Report: Using the information you have gathered in Steps 1-3, write a report on Slave Narratives---The Reality of Slavery. Use the following outline:

  • Introduction: Step1 information
  • Body Paragraphs: Step 2 information
  • Conclusion: Step 3 information

Topic 4: The Issue of Racism in The Adventures of Huckleberry Finn: You have researched African American history and African American stereotypes, and you have compared the portrayals of real slaves and ex slaves in their own narratives to the portrayal of Jim, the fictional slave in Huck Finn. Your final task is to now judge whether the novel, The Adventures of Huckleberry Finn is racist. After you have completed steps 1, 2 and 3, write a persuasive essay on the issue of racism in The Adventures of Huckleberry Finn.

1. Background on the Debate: Please read the following articles on the debate about racism in Huck Finn. Take notes on the main ideas in these articles; you will use them as part of the introduction to your persuasive essay.

2. What Do Others Think? The articles that follow debate the topic of racism in The Adventures of Huckleberry Finn. Read several articles in order to help make a final determination about your position on the issue of racism in the novel. As you are reading each article, answer the questions below. Note the title of the article, its author and the URL (web address).

Articles on Huck Finn as Racist

Articles that Show a Different Perspective

Questions to Answer

  • What position does the article present on the issue of racism in The Adventures of Huckleberry Finn?
  • What specific reasons are given to support the postion?
  • What specific evidence, examples or suport does the article give to explain the reasons presented?
  • Are both the reasons and the evidence/examples/support valid? Make this determination based upon whether the information is factual or emotional.
  • Do you agree or disagree with the position as it is presented in the article? Why or why not?

3. Organize the Information: Review the responses to your questions. Organize the information you have gathered by filling out the following chart. Add more lines if necessary.

Is Huck Finn a Racist Novel?
Huck Finn is a Racist Novel
Reasons
Support
Validity
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
Huck Finn is not a Racist Novel
Reasons
Support
Validity
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.

4. Write the Persuasive Essay! Using your notes and the chart above, write a four-paragraph persuasive essay that presents your position on whether or not Mark Twain's novel, The Adventures of Huckleberry Finn is racist and should be banned from school reading lists on that basis. Follow the outline below.

Introduction

  • Present the topic. You may use language from the introduction to the web lesson.
  • Give background information. Use the notes you took in Step 1 for this information.
  • Present your position. You either (choose one)...
    • believe that The Adventures of Huckleberry Finn is racist and should be banned from school reading lists on that basis.
    • believe that The Adventures of Huckleberry Finn is not racist and should not be banned from school reading lists on that basis.

Body Paragraphs: You should have two body paragraphs. Each paragraph must contain:

  • a clear and specific reason that supports your position.
  • three examples or illustrations to explain and defend your reason.

Conclusion

  • Summarize the main points you made in your body paragraphs and make your final recommendation about the reading of Huck Finn in school.

Evaluation

Your project will be evaluated as a whole and as four separate components as follows:

  • Each report is worth 100 points and will be counted as a major writing assignment.
  • Your finished portfolio will be evaluated as follows for a total of 100 points:
    • Content: 4 reports, edited, included the necessary images: 80 points
    • Presentation: neatness, attention to detail and creativity : 20 points

NYSED Learning Standards

  • English/Language Arts 2 : Language for Literary Response and Expression
    Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.
    .
  • English/Language Arts 3: Language for Critical Analysis and Evaluation
    Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues    .
    .
  • English/Language Arts 4: Language for Critical Analysis and Evaluation
    Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
  • Social Studies 1:   History of the United States and New York
    Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
  • Technology 2: Information Systems
    Students will access, generate, process, and transfer information using appropriate technologies.

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Credits

Portions of this lesson have been adapted from:
CultureShock for Teachers. Huck Finn in Context: A Teaching Guide. WGBH Educational Foundation. http://www.pbs.org/wgbh/cultureshock/teachers/hucktguide.html