A Farewell to arms - Teacher`s Guide

National
Endowment for the Arts
TEACHER'S GUIDE
ERNEST HEMINGWAY'S
.INSTITUTE^
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MuseurriandLibrary
A Farewell
to Arms
NATIONAL
ENDOWMENT
FOR THE ARTS
LU
V
READ
ERNEST HEMINGWAY'S
A Farewell
to Arms
TEACHER'S GUIDE
w
NATIONAL
ENDOWMENT
FOR THE ARTS
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Published by
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1
Endowment
for the Arts
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N.W
Washington, D.C. 20506-0001
(202) 682-5400
Works Cited
Excerpts from
A FAREWELL TO ARMS by
Sons. Copyright renewed
©
Ernest Hemingway. Copyright 1929 Charles Scribner's
1957 by Ernest Hemingway.
Acknowledgements
We gratefully acknowledge artist John Sherffius
Written by Philip
Burnham and
Sarah
for the cover portrait.
Cunningham
for the National
Endowment
for the Arts,
with Molly Thomas-Hicks
Graphic Design: Fletcher Design/Washington, D.C.
Photo Credits
Page
iv:
Book
cover courtesy of University of Delaware Library, Newark, Del., used by permission
of Scribner, an imprint of Simon
& Schuster Adult Publishing Group; Battle of the Somme,
Library of Congress, Prints and Photographs Division. Page
Inside back
covenThe John
Helen Pierce Breaker
F.
Kennedy
Presidential Library
(circa 1895-circa 1939).
1:
Dana
Gioia, image by
Vance Jacobs.
and Museum, Boston, photo by
Table of Contents
Introduction
1
Suggested Teaching Schedule
2
Lesson One: Biography
4
Lesson Two: Culture and History
5
Lesson Three: Narrative and Point of View
6
Lesson Four: Characters
7
Lesson Five: Figurative Language
8
Symbols
9
Lesson
Six:
Lesson Seven: Character Development
Lesson Eight:
The
Lesson Nine:
Themes of the Novel
Lesson Ten:
10
Plot Unfolds
What Makes
11
12
a Great Book?
13
Essay Topics
14
Capstone Projects
15
Handout One: World War
I—The Great War
Handout Two: Modernism
Handout Three: Hemingways Writing
16
17
Style
18
Teaching Resources
19
NCTE Standards
20
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I
was always embarrassed by the words
sacred, glorious,
and sacrifice and the expression in vain. We had heard
them, sometimes standing in the rain almost out of
earshot, so that only the shouted words came through, and
had read them, on proclamations that were slapped up by
billposters over other proclamations, now for a long time,
and had seen nothing sacred, and the things that were
glorious had no glory and the sacrifices were like the
stockyards at Chicago if nothing was done with the meat
except to bury it.... Abstract words such as glory, honor,
courage, or hallow were obscene beside the concrete
I
names
rivers,
*
THE BIG READ
numbers of roads, the names of
the numbers of regiments and the dates."
—from A
JV
of villages, the
Farewell to
idowment
Arms
Introduction
Welcome
to the Big Read, a major
initiative
from the National Endowment
in
American
Read hopes to unite communities through great
literature,
for the Arts. Designed to revitalize the role of literary reading
culture, the Big
as well as inspire students to
become
life-long readers.
This Big Read Teacher's Guide contains ten lessons to lead you through
Ernest Hemingway's classic novel, A Farewell
to
Arms. Each lesson has four
sections: a thematic focus, discussion activities, writing exercises, and
homework
assignments.
In
addition,
we
have provided capstone projects
and suggested essay topics, as well as handouts with more background
information about the novel, the historical period, and the author. All
lessons dovetail with the state language arts standards required
in
the
fiction genre.
The
Big
Read teaching materials also include a CD. Packed with interviews,
CD
commentaries, and excerpts from the novel, the Big Read
first-hand accounts of
decades after
its initial
why Hemingway's
publication.
Some
novel remains so compelling eight
of America's
most celebrated
writers, scholars, and actors have volunteered their time to
Big
Read
Finally,
CDs
presents
make these
exciting additions to the classroom.
the Big Read Reader's Guide deepens your exploration with
interviews, booklists, time lines, and historical information.
We
hope
this
guide and syllabus allow you to have fun with your students while
introducing
them to the work of
From the NEA, we wish you an
£5UA^
a great
American author.
exciting and productive school year.
H$fy\(x.
Dana Gioia
Chairman, National Endowment for the Arts
National
Endowment
for the Arts
THE
BIG
READ
•
|
1
1
3
Day One
Day Three
FOCUS:
FOCUS:
Biography
Activities: Listen
Readers Guide
to the Big Read
essays. Write a
CD. Read
Activities: Tel
second
I
story from the point of view of
a secondary character.
chapter to the novel.
Homework: Chapters
Narrative and Point ofView
Homework Chapters
XIII-XVIII (pp. 81-116).
l-VII (pp. 1-41).*
4
2
Day Four
Day Two
FOCUS: Characters
FOCUS: Culture and
Activities: Listen
History
Activities: Explain protagonist
to the Big Read
CD. Read
Reader's Guide essays and Handouts
Two.
One
Introduce
and
(pp.
I
l-XI
I
foil.
Homework Chapters XIX-XXIV
Play "exquisite corpse."
Homework: Chapters VI
and antagonist
I
1
7- 59).
1
(pp. 42-78).
5
Day
Five
FOCUS:
Figurative Language
Activities:
Document
in first five
chapters.
figurative language
Use metaphors
personal description.
Homework Chapters XXV-XXVII
(pp.
Page numbers refer to the 332-page Scribner 2003 edition of A Farewell
2
•
THE BIG READ
National
Endowment
for the Arts
to
1
63- 93).
Arms
1
in
used
1
6
9
Day
Day Nine
Six
FOCUS:Themes
FOCUS: Symbols
Activities:
Explore the symbol of the snake.
Homework: Chapters XXVI -XXX
Activities:
a theme:
of the Novel
Develop an interpretation based on
Hope/Hopelessness or
1
1
1
Relationships.
(pp. 194-233).
Homework: Chapters XXXVIII-XLI
289-332).
7
(pp.
Day Seven
10
FOCUS: Character Development
Day Ten
Activities:
Explore Henry's
beliefs.
FOCUS:What Makes
a Great
Book?
Homework: Chapters XXXIII-XXXV
(pp.
Activities:
237-263).
Explore the qualities of a great
novel and the voice of a generation. Examine
qualities that
8
successful.
make Hemingways
novel
Have students review each
paper outlines or
other's
drafts.
Day Eight
Homework:
FOCUS:The
Activities:
Essay due next class period.
Plot Unfolds
Chart a time
Write the opening of
line
of the story.
a sequel.
Homework: Chapters XXXVI-XXXVII
(pp.
264-285).
National
Endowment
for the Arts
THE BIG READ
•
3
The authors
novel.
One
life
can inform and expand the readers understanding of a
practice of examining a literary work, biographical criticism,
looks through the lens of an authors experience. In this lesson, explore the
authors
life
more
to
fully
understand the novel.
Hemingway grew up
Ernest
Oak
in
one of six
Park, Illinois,
1917, the year President Wilson declared war on Germany,
children. In
Hemingway
graduated from high school. Instead of going to college, he became a
FOCUS:
Biography
As
reporter for a small newspaper.
concisely, using active verbs
were entering the
standards.
military,
and
a journalist,
brief, clear
Hemingway
paragraphs.
learned to write
Many young men
but Hemingway's vision did not meet military
So he applied to the Red Cross
as
1918, found himself in France and then in
an ambulance driver and, in
Italy.
A
Farewell to Arms,
published in 1929, draws on the details of his wartime injury, his
friendships,
and
his love affairs.
Discussion Activities
Read CD. Students should take notes
Listen to the Big
as they listen.
Ask them to
present the three most important points they learned from the CD.
Copy and
distribute
Readers Guide
essays, pp. 2-3, 4-5, 6-7. Divide the class into
groups. Assign one essay to each group. After reading and discussing the essays,
groups
will
present what they have learned to the
creative twists to
make
their presentations
class.
Ask students to add
memorable.
Writing Exercise
Have students read Chapter
chapter using
this reading.
I
(pp. 3-4).
Ask students to write
a two-page second
Students can further explore the landscape, or begin to
develop the main character. Use
this as
an opportunity to talk about creative
writing.
EJ
Homework
Prepare to read roughly 30 pages per
lessons.
Readers
first
meet
Why
debate at the beginning of the novel?
4
•
THE BIG READ
National
life
and a more
Endowment
religious
for the Arts
so as to complete the novel
a group of soldiers and a priest debating
narrator should spend his holiday.
soldiers
night,
Is
how
in
ten
the
might Hemingway have drawn out
this
the narrator choosing between the
one? Read Chapters
l-VII (pp. 1-41).
and
Historical
cultural contexts give birth to the
the heart of the novel. Studying these contexts
intricate details
of the time and place
at
and appreciating the
us in
assist
dilemmas and themes
comprehending the
motivations of the characters. In this lesson, use cultural and historical
contexts to begin to explore the novel.
Lesson Two
During the war,
in Paris.
FOCUS:
Culture and
poets, philosophers,
artists, writers,
Hemingways Europe hosted American
and musicians gathered
expatriates pursuing
inventive forms of expression, challenging traditions,
embracing
new
a
one another through
History
young
century. Inevitably, these
and
idealistically
thinkers
would influence
friendship, collaboration, or antagonism.
The American poet Ezra Pound, changed Irish writer James Joyces life by
inviting him to come to Paris. Pound, as well as the American writer
Gertrude
like
Stein,
would
also
Hemingway, would be
become
characterized
Extending such minimalism, the
such
artists
sought to
and
free the
by
to
Hemingway. Pounds work,
concise, clear language that
as
Surrealist
Movement came
human
voice,
by disposing with
may
claimed that automatic responses
through
to
life
in Paris.
Marcel Duchamp, Salvador Dali, and Rene Magritte
ideas crafted, revised,
shaped through reason. In 1924, "The
carefully
filtered
mentor
ornament.
rejected
Visual
a
layers
of reason and
Surrealist Manifesto"
hold more truth than statements
revision.
A culture,
or the collective
unconscious, might be revealed, so they thought, through "automatic
responses."
Discussion Activities
Read and discuss Reader's Guide essay "Hemingway and the Lost Generation."
game "exquisite
Play the Surrealist
samples and learn to
corpse."
Go
to www.exquisitecorpse.com to see
play.
Writing Exercise
Henry experiences remorse
He
feels guilty
conflict
at neglecting to visit Abruzzi, the priest's
about ignoring the
between following a
religious path
we wanted
not do the things
priest's advice. This guilt reflects
to do;
we
hometown.
an internal
and following the path where "we did
never did such things"
(p.
1
3).
Could
Hemingway be foreshadowing the outcome of the novel? In which direction might
Henry's life unfold? Write a few paragraphs about what you think might happen,
based on
EJ
this
fork
in
the road.
Homework
Read Chapters VI
emerge
in
I
l-XI
I
(pp. 41-78).
Book One? At
How
this point,
National
is
does the main characters point of view
the narrator a hero?
Endowment
for the Arts
Why
or why not?
THE BIG READ
•
5
The
narrator
the story with a specific perspective informed by his or
tells
The
her beliefs and experiences.
within the novel.
ignorance and
The
narrator can be a major or
minor character
narrator weaves her or his point of view, including
A first-person narrator
using "I." A distanced narrator (often
the telling of the
bias, into
participates in the events
of the novel,
tale.
not a character) does not participate in the events of the story and uses
third person (he, she, they) to narrate the story.
FOCUS:
The
distanced narrator can
be omniscient, able to read the minds of all characters within the novel.
Ultimately, the type of narrator determines the point of view
Narrative
and Point of
the story
is
told.
American volunteer Frederic Henry
While
View
tells
Henrys name
Farewell to Arms.
until
says, "I believe
comrades and the
Hemingway waits to
nurse bids him goodnight.
Similarly,
Chapter V, when a
also that this novel takes place before
Henry
his
A
he must orient us to the landscape, the
First,
changing seasons, and the shifting war.
Note
the story in
Frederic narrates this account, he does not refer to himself until the
second chapter of the novel.
reveal
from which
we should
get the
America
war over"
enters the war.
75), he
(p.
is
When
referring to
Italian forces.
Discussion Activities
In
Chapter
IX, a
heated debate takes place regarding the nature of war,
foreshadowing the conflagration that
views reflected
[than war],"
war," and
in
"war
"war
is
men
why
not?
In
Frederic
(p.
There are many
50).
the heated debate: "nothing worse than war," "defeat
is
not
won
is
worse
by victory," "the ruling class caused and runs the
fought for money." What position, or point of view, does Henry
take regarding war?
not,
will injure
Does
addition,
this
inform
how
he
tells
why might Hemingway
the story?
introduce
If
so, in
what way?
debate
this
If
just before
are injured and killed?
Writing Exercise
Rewrite the novel's beginning from the point of view of Catherine Barkley,
or the priest Before
writing, decide
third-person narration.
you write
If
whether you
in
will
write
the third person,
will
omniscient? Before you begin writing, decide what view of
in
Rinaldi,
first-person or
the narration be
war
(see above)
informs your character.
E2
Homework
Have students read Chapters
the statement "You're
my
XIII-XVIII (pp. 81-1
religion" (p.
Frederic Henry's primary motivations?
motivations.
6
*
THE BIG READ
National
Endowment
for the Arts
1
1
6).
1
What
Come
6).
This reading concludes with
are Catherine Barkley s and
to class with a
list
of their top three
The main character
work of literature
in a
is
protagonist often overcomes a weakness or ignorance to achieve a
understanding by the works end.
may be
virtue
called a "hero."
is
A
A
The
new
called the "protagonist."
protagonist
who
with great courage
acts
protagonist of dubious tenacity and questionable
an "antihero." Readers often debate the virtues and motivations of
The
the protagonists in an attempt to understand whether they are heroic.
protagonists journey
FOCUS:
Characters
is
made more dramatic by
characters with different beliefs.
highlight
more
important
A "foil"
clearly certain features
challenges presented by
provokes the protagonist so as to
of the main character.
The most
the "antagonist," opposes the protagonist, barring or
foil,
complicating his or her success.
We encounter
Hemingway
the secondary characters through Henry's point of view.
does not profile Henrys comrades in great
Miss Barkley provides the
lover,
hospital in
I
had not wanted to
God knows had and
I
lay
I
Milan and
wonderful..."
(p.
all
sorts
As Henrys
for Henry's character, leading
"God knows
unexpected directions:
any one. But
foil
detail.
on
in love
fall
the bed in the
room
my head
of things went through
him
in
with
in the
but
I
felt
93).
Discussion Activities
Divide the class into groups. Assign each group a secondary character, for
example:
Rinaldi,
the priest. Miss Gage, or Miss Ferguson.
Ask students to review
the chapters they have read, selecting the chapter that best captures this character.
Have them present the key
attributes of that character, citing quotes
text Conclude by discussing
from Henry.
Do
moments when
from the
these characters draw reactions
these characters deepen our understanding of Henry?
Writing Exercise
Who
is
the antagonist
at himself
in
profound
in
the novel?
Does the
new ways? Write
antagonist require
Henry to look
a brief essay answering these questions,
supporting your argument with quotes from the text
^]
Homework
Have students read Chapters XIX-XXIV
Hemingway
back
I
Henry
alludes to a
poem
(pp.
I
1
1
by Andrew Marvell,when Henry recites:"But at
always hear, time's winged chariot hurrying near.
recite this
poem
at this
Book Two.
7- 59), concluding
moment
in
the novel?
."
.
(p.
Why
is
1
55).
Why
"time's
does
winged
chariot hurrying near?"
National
Endowment
for the Arts
THE
BIG
READ
•
7
my
Writers often use non-literal language to invite readers to visualize events,
view internal
conflicts,
glimpse social themes, or grasp abstract concepts
beauty, truth, or goodness.
to stretch
An
author uses figurative or non-literal language
our imaginations, challenging us to decode the references and
meanings bound within images,
Lesson Five
like
metaphors, and symbols. Such
similes,
devices require a reader to participate actively in the novel, as the reader
begins to (implicitly or explicidy) interpret non-literal elements of the
FOCUS:
While
figurative language provides
Hemingway avoided
Figurative
an
essential tool for
figurative descriptions.
tale.
many writers,
Rather than describing
through symbols, images, or metaphors, he preferred to imply change of
Language
mood, meaning, or direction subdy. As his work developed, dialogue came
to serve as Hemingways principle tool for breaking open a character, a
scene, or a theme.
Discussion Activities
Read Handout Three, "Hemingways Writing
a section of dialogue to
examine
closely.
Style."
Return to the novel and select
For example, what remains unsaid
Henry's exchange with Catherine on pp. 153-55? Discuss
class.
this
Then, allow students a few minutes to review the novel
select
some
dialogue for discussion.
How does
in
example with the
individually
and
the dialogue selected imply
meaning beyond the words exchanged?
Writing Exercise
Have students write a few paragraphs describing an unusual or exotic place they
have visited. In their story, the students should use image, simile, and metaphor at
least twice.
As another
and their best
El
option, have students write a dialogue
friend, a parent,
dialogue, discuss
how
techniques used
in
or a
relative.
Homework
in
BIG
READ
National
Endowment
for the Arts
(pp. 163-193).
While
reading, reflect
media, novels, or the general culture.
these symbols within the novel as well?
THE
Hemingways
the novel.
symbols of war that you see
•
they have finished writing the
their experience with dialogue relates to
Have students read Chapters XXV-XXVII
8
When
between themselves
Do
you
on
find
Symbols
The
are interpretive keys to the text.
on symbols
that present ideas
of storytelling depends
craft
and point toward new meanings. Most
frequently, a specific object will be used to reference (or symbolize) a
abstract concept.
The
repeated appearance of an object suggests a non-
literal
or figurative meaning attached to the object
- above and beyond
value.
Symbols
at the
are often
of the novel, within a
FOCUS:
found
novels
in the
title,
beginning and end
The
of a novel
life
perpetuated by generations
is
and
re-interpreting the
main symbols of the
By decoding symbols, any
reader can reveal a
new
of readers interpreting
face
profound action, or captured by the name or
personality of a character.
Symbols
more
novel.
interpretation of the
novel.
Hemingway employs symbols deliberately and selectively. We can find an
explanation in Henrys comment that "abstract words. .were obscene beside
.
the concrete
names of villages..."
of victory or defeat,
in the face
Still
rarely
185). Idealized heroic figures, symbols
(p.
appear in
this story.
As implied
in
Henrys quote,
of this war, the symbols "were obscene."
the changing seasons
may just
reflect
Henrys inner development,
his
developing relationship with Miss Barkley, and the progress of the war.
novel begins in harvest time,
blissful
summer
in
when
two
the
They
lovers meet.
Milan. But the books second half is
filled
uncertainty and death, accompanied by a deluge of rain and
later
The
enjoy a
with
snow during
the winter of 1917-18. Catherine says, "I'm afraid of the rain because
sometimes
I
see
me
dead in
it" (p.
126).
Discussion Activities
Rinaldi says, "I
getting
it
am
mixed.
the snake.
I
am
The apple was reason"
and notes that he has no married
woman
never
through reason.
learn.
biblical
We
the snake of reason." Henry responds, "You're
Finally
(p.
friends,
1
70). Rinaldi has
"no sacred subjects"
presumably because he can seduce any
he admits, "We are born with
never get anything new.
We
all
symbols draw us back into questions of
symbol of the atheist or a world without
start
all
complete"
religion.
Could
religion? Discuss
we
(p.
have and
171
).
we
These
Rinaldi provide a
with the
class.
Writing Exercise
Using the Discussion
Rinaldi
Activity,
have students write a brief essay on either
)
I
might symbolize a particular point of view, or
(2)
religion in the novel. Please cite references in the text to
2J
(
how Hemingway
how
portrays
support your argument
Homework
Have students read Chapters XXVIII-XXXII
(pp. 194-233).
character (and challenges) reflect the era?
Henry
Generation?"
In
what way might he
National
fail
Is
How
might Henry's
himself a symbol of the "Lost
to represent the Lost Generation?
Endowment
for the Arts
THE
BIG
READ
•
9
Novels trace the development of characters that encounter a
Most
challenges.
Internal
and
overcome
change.
characters contain a
series
of
complex balance of virtues and
vices.
external forces require characters to question themselves,
fears,
or reconsider dreams.
The
protagonist undergoes profound
A close study of character development maps the evolution of
motivation, personality, and belief in each character.
the tension
Still,
between a characters strengths and weaknesses keeps the reader guessing
FOCUS:
Character
about what might happen next, affecting the drama and the
Early in the novel the priest
cannot hope.
Development
I
may
tells us, "It is
try always to hope,
plot.
never hopeless. But sometimes
but sometimes
I
cannot"
(p.
71).
I
While
moment, he does have faith that
something will happen to resolve the war. In Book Three, Henrys knee has
recovered and he returns to the front. He notes changes in his friends. As
the priest
the priest says,
whom
I
have no hope
"Many
at the
people have realized the war
thought could never
realize
it
realize
it
this
now"
summer.
(p.
no
victors,
priest, "It
we
or continue on with no obvious victor?
is
in defeat that
we
are Christian.
.
.We
Henry
are
all
Henry and
178).
the priest contemplate the hopelessness of the war. Will the
Officers
war end with
explains to the
gender
now
because
are beaten" (p. 178).
Discussion Activities
In this section,
Henry
implies that he "believes
in
nothing."
Is
this
view the result
war experience? Compare Henry's actions and comments in Book One to
those in Book Three to determine whether this view has evolved. If this view
hasn't evolved from life-experience, is Rinaldi correct when he says, "We all start
complete?" Is Hemingway giving us a novel based on Rinaldi's philosophy?
of
his
To further explore
this activity,
existential philosophy to
you might present students with the theories of
determine whether Henry may be an
existentialist
Writing Exercise
After shooting a sergeant, being captured, and
fleeing,
Henry
finds solace in
memories and remembering (p. 23 ). Have students choose one character aside
from Henry and write a brief essay on how that character finds solace from the
1
war.
EJ
Has
his
or her source of solace changed during the novel?
Homework
Have students read Chapters XXXIII-XXXV
we
find that
this?
I
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National
Endowment
237-263). Students should
two most important
Henry makes "a separate
to class ready to present the
this section,
(pp.
for the Arts
turning points
peace."
in
come
the novel.
What does
In
he mean by
I
he author artfully builds a plot structure to create expectations, increase
suspense, and inform character development.
•
beginning, to middle, to end, can
plot, propelled
by a
make
The
a novel predictable or riveting.
reach a climax,
crisis, will
timing of events, from
and
A
close with a resolution
(sometimes called denouement). Foreshadowing and flashbacks allow the
Lesson Eight
author to defy time while
telling the story.
A successful
reader entranced by clever pacing built within the
FOCUS:
confounding a simple plot by
The
Some
Plot
wound
he suffers
sometimes
tale,
within
turning points in the novel include Henrys
Catherine, the serious
Unfolds
telling stories
author will keep a
stories.
first
at the front,
meeting with
Catherines unplanned
pregnancy, Henrys escape from execution, and Emilio's intercession that
allows the couple to escape to Switzerland.
Discussion Activities
Use the homework assignment from the last lesson to have students present the
most important turning points in the novel. Ask them to refer to key passages.
Use
In
this
information for the next
small groups, have students
activity.
map
a time line that depicts the development of the
story and the building of drama. This time
line
should include the most significant
turning points, but also examine lesser events that build tension.
develop their time
novel.
lines,
time
they should define the beginning, middle, and end of the
Groups should present
the thirty-six chapters
line.
As students
among
their time lines to the class.You might also divide
students, with each student contributing part of the
Could one delete any chapters and
still tell
a
good
story?
Writing Exercise
Ask students to imagine a sequel to A Farewell to Arms and have them outline it
What would the beginning, middle, and end of the sequel look like? Then write the
opening paragraphs to the sequel, imagining a beginning that plunges the reader
into the story. Students should
EJ
come up
with a provocative
first
sentence.
Homework
Have students read Chapters XXXVI-XXXVII
to class ready to discuss the meaning of the novel.
Hemingway make by
telling this story,
and by
264-285). They should
(pp.
What
come
sort of statement does
crafting the story in sparse language
with frequent dialogue?
National
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for the Arts
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.
Profound questions
raised
by the story allow the character (and the
meaning of human
to explore the
life,
and
investigate topics explored for centuries
scientists, historians,
and
extract themes.
by philosophers,
and
light
FOCUS:
on
explore
Themes
of
spiritual faith versus rational
these age-old debates,
human
Themes
politicians,
theologians. Classic themes include intellectual
freedom versus censorship, personal moral code
justice,
reader)
in relation to political
commitments.
by creating new
A novel can shed
situations to challenge
and
nature.
Discussion Activities and Writing Exercise
the Novel
Use the
following questions to stimulate discussion or provide writing exercises
order to interpret the novel. Using
A
the statements
historical references to
Arms makes about the
Farewell to
support
ideas,
in
explore
following:
Hope/Hopelessness: Hemingway writes, "Abstract words such as glory, honor,
courage, or hallow were obscene beside the concrete names of villages, the
numbers of roads, the names of rivers, the numbers of regiments and the dates"
(p. 185). Henry, in a moment of reflection, explains: "If people bring so much
courage to this world the world has to kill them to break them, so of course it
kills them" (p. 249).
In the first passage, what is Hemingway saying about abstract words?
2. Do the concrete facts of life provide more hope than abstractions?
3. Using several references from the novel, how might hope be a complex
1
state of mind, rather a simple
4.
Or, as indicated on
survive
in
p.
promise of brighter days?
249, should
Henry
relinquish any
best friend and
my war
with Catherine, "We could
never afraid
1
What
together"
do we
find
kind of love exists
argument by
citing
(p.
(p.
are these merely
171).
248).
between
Rinaldi
proof (or disproof) of
and Henry?
In
what
this friendship?
between Catherine and Henry? Try to prove that
they do not love one another.
3.
Or
Henry describes his relationship
alone together... but we were never lonely and
brother"
kind of friendship exists
passages
2.
feel
when we were
What
order to
deal with the loss of hope? For example, Rinaldi tells Henry, "You
mechanisms to
my
in
the world?
Relationships: Does the novel depict love and friendship?
are
hope
How
might you develop and support
this
passages from the text?
Using your arguments about friendship and love, explain whether these
relationships supply
Henry with hope or serve only
as an escape
from
dealing with the hopelessness of his situation.
EJ
Homework
Have students
them to
finish
reading the novel, Chapters XXXVIII-XLI (pp. 289-332).
begin their essays, using "Essay Topics" at the end of this guide. Outlines
are due for the next class.
12
*
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National
Ask
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Novels
illustrate the
humanity. Great
lives,
connections between individuals and questions of
stories articulate
and explore the mysteries of our
while painting those conflicts in the larger picture of human struggle.
Readers forge bonds with the story as the writers voice,
By
poetry enchant the plot, characters, and themes.
Lesson Ten
for learning, imagining,
affects
FOCUS:
many
and
style,
and sense of
creating opportunities
reflecting, a great novel
generations of readers, changing
assumptions, arid breaking
What Makes
daily
is
a
work of art
that
challenging
lives,
new ground.
Discussion Activities
a Great
Ask students to make
a
list
of the characteristics of a great book. Put these
on the
board. What elevates a novel to greatness?
Book?
Then ask them to discuss, within
groups, other books they know that include some of the same characteristics.
any of these books remind them of A Farewell to Arms? Is this a "great" novel?
Make sure you clearly define what you mean by "great."
A great writer
can be the voice of a generation.
What
Hemingway provide through Henry? What does
this
concerns and dreams of Hemingway's generation?
Do
kind of voice does
voice
How
tell
does
us about the
voice represent
this
the era of the Lost Generation?
Divide students into groups and have each group determine the primary
theme of
the novel. Have spokespeople from each group explain the groups decision,
supporting the group's conclusions by referencing the text.
differences of opinion that might
emerge within the
Compare and
contrast
class.
Writing Exercise
If
you were the voice of your generation, what would be your most important
message?
Why
might you choose to convey
What
or an essay?
story would you
Have students work on
drafts,
tell
this in a novel rather
than a speech
to get your point across?
their essays in class.
Be
available to assist
with outlines,
and arguments. Have each student partner with another to edit outlines
and/or rough
Provide students with the characteristics of a well-written
drafts.
essay.
EJ
Homework
Students should begin working on their essays. See "Essay Topics" at the end of
this guide.
For additional questions, see the Reader's Guide "Discussion
Questions"
(pp.
1
4-
1
5).
Turn
National
in
outlines and/or rough drafts for the next class.
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for the Arts
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3
The
as
discussion activities
and writing
do the Discussion Questions
own
exercises in this guide provide
in the
you with
possible essay topics,
Readers Guide. Advanced students can come up with their
and compelling. Other
essay topics, as long as they are specific
ideas for essays are provided
here.
For
essays, students
thesis
should organize their ideas around a
should be focused, with clear reasons supporting
reasons should be backed
Hemingway
by
reveals almost nothing
How
about the
3.
how does Hemingway
Hemingways
(p.
In
Hemingway used these
4.
won
anymore," Henry
muses. "Maybe they went on forever. Maybe
was another Hundred Years' War"
(p.
1
18).
it
The
and strategy of war have changed since
Hemingway wrote A Farewell to Arms. Research
the facts of World War in Italy, military
technology, and strategy. Write a historical
essay on how actual events have been depicted
I
in
the novel.
How
does Hemingway's
How
might
this affect
an interpretation of
the novel?
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READ
National
Endowment
1
us of Ettore, an Italian-American
had received numerous medals, "He was a
hero
24).
What
who
bored every one he met"
concept of heroism does
What
kind of hero? Or, does
depict
Henry
Hemingway
as an anti-hero? Cite passages to
Catherine
You're
all
he has no
religion
tells
I've
Frederic, "You're
got"
(p.
religion.
under very
admits that he
lessons, use
is
I
1
The
6).
for the Arts
my
Henry
religion.
implies that
priest advocates
difficult
conditions and
hopeless. Returning to our
one of the following
history, characters/character
figurative language, plot,
a portrait of religion
in
religious belief to the
(culture
and
development,
or themes) to provide
the novel.
making a statement about the
tale
follow or diverge from the actual events of the
war?
tells
support your argument
devices successfully?
tactics
and supporting
others? Could Catherine be considered a hero?
other words, what devices substitute for
"Perhaps wars weren't
thesis
Hemingway present through Henry and
provide us
with insight into character development?
Henry
legitimate
crafting of the novel? Instead of biographical
personal histories? Has
The
conclusion.
who
does the elimination of
character history contribute to
histories,
its
references to the text.
background of Frederic Henry or the other
characters.
about the novel. This statement or
thesis
Is
Hemingway
relation of
war? Support your
argument with quotes from the text
.
.
Teachers
may
community
consider the ways in which these activities
events.
Most
may be
Read
linked to other Big
or these projects could be shared at a local library, a student assembly,
or a bookstore.
1
vary the excercise have students create their
Public presentations: Explore creative writing
skills
through the following exercises:
(
own
how
write
)
I
a short story without depicting the main
character's personal history, (2) write a short
4.
story using only dialogue, or (3) write a short
at a student
work and
Arrange students
welcome
stay
Parents'
Night Ask students to write a
his
parents after the
The
letter
learned about
what he
thinks of the
character.
Have students
local library
act out the
or bookstore. After each
Explore the historical period of the
and the
happening
and
them
1
First World
920s by creating posters that
in
the following
artistic areas:
jazz, theater, visual arts,
music
photography, and
dance. Display these posters
read the letters aloud.
in
the school or
classroom. This would create an opportunity
Photo gallery/docent exercise: Ask students to
find different
novel. Students
provide in-depth information on what was
war during the previous two
years. Students should use their imaginations,
3.
in
War
should reflect what he has
but also references to the novel. Have
from the
scene, have the students explain their choices.
letter
5.
novel ends, describing
groups of four and have
to invent their own, making sure to
scene at a
from Frederic Henry to
war.
stage a scene
local
bookstore.
2.
in
can use dialogue from the book, but are
share the results
assembly or a meeting at a
the compositions relate to the novel..
them
story using few adjectives and no figurative
language. Revise this
images, writing a statement to explain
photographs, paintings, or images
for examining propaganda related to World
War
I.
Hemingway and/or the novel in books,
magazines, or on the Web. Describe what the
image tells us about Hemingway or the novel.
of
Students should discuss the image and point to
details that explain
why
Collaborate with a
local gallery
they chose
or
it
library.
To
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5
HANDOUT ONE
World War
World War
I
(1914-1918)
I
—The Great War
is
known by many
After the Great War,
names: the Great War, "the war of illusions," "the
war
to
end
When
wars."
all
the shooting finally
same.
The
combat would never be the
trenches were only one aspect of a
conflict that
saw the deployment of revolutionary
ended, an estimated 10 million people were dead
and murderous new technology. The machine gun,
and 20 million were wounded.
the airplane, the armored tank, submarines, and
It
was the war that
introduced the deadly arsenal of modern weaponry
to soldier
and
poison gas were used in warfare, most of them for
the
civilian alike.
—an
time
first
military strategy
The
arsenal that
and planning
would dominate
for the century to
of the Archduke Franz Ferdinand
assassination
come.
of Austria-Hungary triggered the war in June of
1914. But the
real
causes of the conflict go deeper.
A brand of aggressive nationalism had taken
across
all
root
Europe. Germany, France, and England
had become imperial powers with economic
rivalries
around the globe. The interlocking
families
of Europe created far-flung
alliances
and pledged
conflict.
Add
to this the
struggle in Russia,
and
royal
the pieces were in place
Germany, Austria-
Hungary, and the Ottoman Empire (mosdy today's
Turkey) fought against the
Italy
The bulk of the war
warfare.
The
Allies, led
and, eventually, America.
pitted adversaries along the
in a brutal standoff
Italian
by France,
and Eastern
known
fronts,
as trench
though
bloody, were secondary to the decisive battles
consumed
—
waged, was a close
6
*
War was
Ypres,
a global conflict.
entered on the side of the Allies.
States did
offensive
of Germany. Australia and
ally
The
not join the Allies until 1917,
but played a key role
in
stopping the
and bringing the war
to
the heart of France
and Belgium
The Great War might have been
the combatants heeded
THE BIG READ
National
enormous
setting in
final
German
an end in
reparations,
motion the
aptly
named had
warning. But the Treaty
Germany with
was pardy responsible
rise
memory of the
war had dimmed, an even
greater threat
horizon.
for the Arts
for
of German fascism and
the Nazi party. Before the
until
Endowment
its
of Versailles in 1919, burdening
whole landscapes were devoid of life.
I
the Great
Somme, Verdun,
November of 1918.
A four-year conflict followed.
Western front
the great battles were fought in
the Marne, the
Tannenberg
United
of
for a catastrophe.
England, Russia,
—
New Zealand
coming revolutionary
all
Europe
all
Turkey, where the bloody battle of Gallipoli was
political
to take sides in case
Though almost
first
great
was on the
HANIXH T
lAYO
Modernism
Modernism was
a
movement
the literature, music,
Western culture.
that revolted against
and architecture of
art,
A group
ot visionaries
emerging
consciousness narration, non-linear structure, and
symbolic fragmentation. In the hands of James
at
Joyce, T.S. Eliot, Gertrude Stein, Virginia Woolf,
the turn or the 20th century targeted the classical
and William Faulkner, the great legacy of the
and romantic
Enlightenment and 19th-century realism crumpled
and
passe.
strains of
European tradition
as static
Depressed by the militarism and chaos
beneath the force of a sustained
literary revolt.
or the Great War, Modernist finally questioned
The
fundamental values such
as progress
struggle for the artistic soul of the
West
and
reached out to the built environment as well.
enlightenment, which had long defined the
International School architects like Le Corbusier
Western
tradition.
and Mies van de Rohe
Modernism emerged
the
1
in the visual arts as early as
transparency, glass,
860s, with Edouard Manet. Further
developments
in the natural
and
Classical temples
encouraged a new group of Europeans around the
turn or the century.
modernism was
Utopian.
of bold
The
new
The
art
and movements, each
challenging those that had
come
through
and Baroque
intricate
who
vision of architects
subscribed to the dictum that "form follows
function."
Futurism
before:
Dada (Duchamp), Cubism
Gothic
palaces to the overcrowded
In the music of Stravinsky, the
(Boccioni),
affront
extended from systematic
West soon heralded the new
and often
decades to follow saw a proliferation
artists
cathedrals
—an
and concrete
urban jungle. The industrial neighborhoods of the
of this early
abstract, innovative,
steel,
to the tradition that
social sciences
stressed simplicity,
mythmaking of
(Braque,
Joyce, or the architecture of Frank Lloyd Wright,
Picasso),
and Expressionism (Kandinsky).
Modernism stamped
Literary
modernism
flourished during the years
between the world wars
movements second
—
effectively,
the
generation. Modernist
technique in poetry and fiction relied on such
the 20th century with an
indelible mark. Fueled
sciences,
until,
Modernism
by innovations
in the
critiqued Western tradition
by mid-century,
it
had
itself
become
of
a part
that tradition.
devices as shifting perspective, stream-of-
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HANDOUT THREE
Hemingway's Writing Style
Ernest
Hemingways
writing
is
among
sometimes more important than what they
the most
recognizable and influential prose of the twentieth
century.
Many critics
believe his style
was
Kansas City
Star,
where he had
to rely
because what they choose to say (or leave unsaid)
illuminates sources of inner conflict.
influenced by his days as a cub reporter for the
character will
want
to hear. In short,
through subdety and implication
is
Hemingway
captures the complexity of human interaction
sentences and energetic English.
Hemingways technique
Sometimes
what they think another
characters say only
on short
say,
as well as direct
uncomplicated, with
discourse.
plain
grammar and
hallmark
is
uses short,
easily accessible language.
His
and
a clean style that eschews adjectives
rhythmic sentences that concentrate on
action rather than reflection.
Though
his writing
is
The
writers of
Hemingway's generation
termed "modernists." Disillusioned by the
number of casualties
World War
in
away from the
could not be further from the truth.
morality and propriety and toward a
existential
an obsessive
reviser.
His work
is
1
large
they turned
I,
often thought of as "simple," this generalization
He was
are often
9th-century, Victorian notions of
worldview.
Many of the
more
era's
most
the result
talented writers congregated in Paris. Ezra Pound,
of a careful process of selecting only those elements
considered one of the most significant poets of
essential to the story
and pruning everything
else
the Modernist
away.
He
movement,
also
promoted
kept his prose direct and unadorned,
Hemingway's
early work, as did
who
his editor,
Scott Fitzgerald,
F.
employing a technique he termed the "iceberg
Death
wrote to
In
"If a writer
of prose knows enough about what he
Hemingway's
is
writing about he
and the
will
Maxwell
may omit
reader, if the writer
is
things that he
knows
writing truly enough,
have a feeling of those things as strongly as
The powerful impact of Hemingway's
diverse as Bret Easton
Ellis,
Chuck
movement of the
credited
iceberg
is
due
to only one-eighth
him with
Hemingway's
also considered a master
goal.
Nearly
8
*
fifty
The way Hemingway's
THE BIG READ
characters speak
National
have
styles.
was
years after his
is still
recognizable by
conversations between his characters
its
|
Thompson
of
demonstrate not only communication but also
limits.
S.
contributing to their
death, his distinctive prose
The
on
Palahniuk,
Direct, personal writing full of rich imagery
of it being above water."
dialogue.
writing
other authors continues to this day. Writers as
Elmore Leonard, and Hunter
is
on
behalf.
though the writer had stated them. The dignity of
Hemingway
Perkins,
in the Afternoon he wrote,
principle."
Endowment
its
is
for the Arts
economy and
controlled understatement.
Web sites
Books
Baker, Carlos. Ernest Hemingway:
Charles Scribner's Sons,
1
A
Life Story.
New York;
www.lostgeneration.com
Hemingway Resource Center.
969.
A
site
Hemingway, including a biography,
Monteiro, George, Ed.
A
Farewell to Arms.
Reynolds, Michael
Critical
Essays on Ernest
New York: G. K. Hall,
S.
1
Hemingways
audio portion of
Basil
S.
Hemingway: The
ParisYears.
Oxford:
Basil
quote
S.
Hemingway: The American Homecoming.
FAQ
finder,
section, a
and contemporary reviews of Hemingway
www.hemingwaysociety.org
This
is
name
WW. Norton
Prize acceptance speech.
works.
Cambridge, MA: Blackwell, 1992.
Reynolds, Michael
Nobel
This site has unusual photos, an extensive
Blackwell, 1989.
Reynolds, Michael
his
www.timelesshemingway.com
Blackwell, 1986.
Reynolds, Michael
bibliography, auction
center for "Papa" paraphernalia, message boards, and an
994.
TheYoung Hemingway. Oxford:
devoted to
S.
Hemingway: The 1930s.
and Company,
1
New York:
1
997.
the
site
of the
for the Ernest
Hemingway
Society, the alternate
Hemingway Foundation, founded
in
965 by Hemingway's widow, Mary With the University of
Idaho, the Society publishes the
Hemingway
Review,
sponsors
conferences on the author, awards research fellowships, and
Reynolds, Michael
S.
Hemingway.The
WW Norton and Company,
FinalYears.
letters.
Illustrated Biography.
Chicago Review Press, 1999.
Voss, Frederick. Picturing Hemingway:
New
oversees the publication of Hemingway's
1999.
Sandison, David. Ernest Hemingway: An
Illinois:
New York:
A Writer
in
His Time.
Haven, CT: Smithsonian National Portrait Gallery,
in
association with Yale University Press, 1999.
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Endowment
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9
.
NCTE
Standard
National Council of Teachers of English
Students read a wide range of print and non-
1
6.
Students apply knowledge of language structure,
print texts to build an understanding of texts,
language conventions
of themselves, and of the cultures of the United
punctuation), media techniques, figurative
States and the world; to acquire
new
demands of
society and the workplace; and for
and nonfiction,
classic
spelling
and
discuss print and non-print texts.
personal fulfillment Among these texts are
fiction
(e.g.,
language, and genre to create, critique, and
information; to respond to the needs and
7.
Students conduct research on issues and
interests by generating ideas
and contemporary
and questions, and
by posing problems.They gather, evaluate, and
works.
2.
(NCTE) Standards
synthesize data from a variety of sources
Students read a wide range of literature from
print
many periods
communicate
many genres to build an
understanding of the many dimensions (e.g.,
philosophical, ethical, aesthetic) of human
in
and non-print
texts, artifacts, people) to
their discoveries
in
ways that
suit
purpose and audience.
their
8.
(e.g.,
Students use a variety of technological and
experience.
information resources
3.
databases,
Students apply a wide range of strategies to
computer networks, video) to gather and
comprehend,
synthesize information and to create and
interpret, evaluate,
and appreciate
texts.They draw on their prior experience,
their interactions with other readers
communicate knowledge.
and
9.
writers, their
knowledge of word meaning and
of other texts, their
strategies,
features
word
and
and their understanding of textual
(e.g.,
visual
in
language use, patterns,
dialects across cultures, ethnic groups,
geographic regions, and social roles.
sound-letter correspondence,
1
0. Students
language
(e.g.,
conventions,
whose
first
language
is
not English
make use of their first language to develop
competency in the English language arts and to
Students adjust their use of spoken, written,
and
Students develop an understanding of and
respect for diversity
identification
sentence structure, context, graphics).
4.
(e.g., libraries,
style,
develop understanding of content across the
vocabulary) to communicate effectively with a
curriculum.
variety of audiences and for different purposes.
I
5.
I .
Students participate as knowledgeable,
Students employ a wide range of strategies as
reflective, creative,
they write and use different writing process
and
critical
members
of a
variety of literacy communities.
elements appropriately to communicate with
different audiences for a variety of purposes.
1
2. Students use spoken, written,
language to accomplish their
(e.g.,
and
own
visual
purposes
for learning, enjoyment, persuasion, and
the exchange of information).
*This guide was developed with
NCTE
Standards and State Language Arts Standards
your application of the curriculum.
20
*
THE
BIG
READ
National
Endowment
for the Arts
in
mind. Use these standards to guide and develop
a writer of prose knows enough
about what he is writing about he may
omit things that he knows and the
reader, if the writer is writing truly
enough, will have a feeling of those
things as strongly as though the writer
had stated them. The dignity of
movement of an iceberg is due to only
one-eighth of it being above water."
—ERNEST HEMINGWAY
'All
good books are
they are truer than
alike in that
if
they had
happened and after you are
finished reading one you will feel
that all that happened to you and
really
afterwards it all belongs to you; the
good and the bad, the ecstasy, the
remorse and sorrow, the people
and the places and how the
weather was."
-ERNEST
HEMINGWAY
NATIONAL
ENDOWMENT
FOR THE ARTS
The Big Read is an
initiative
of the National Endowment,
for the Arts designed to restore reading
American
culture.
The
NEA presents
to the center
The Big Read in
partnership with the Institute ofMuseum
Services
and in
Read brings
of
and Library
cooperation with Arts Midwest.
The Big
together partners across the country to
encourage reading for pleasure
and enlightenment.
A great nation deserves great art.
•>:S ..INSTITUTE.,'
••••..
.•?!
..
Museum^Library
SERVICES
The Big Readfor
military
communities
is
made possible
by