American Novels

 

This month-long course will meet twice weekly, on Tuesdays and Thursdays from 10-12 a.m., June 10th through July 3rd.  During class, we will spend one week per novel, discussing major themes, characters and ideas.  Students will also view suggested film versions of the novels on their own and we will discuss the director’s interpretation versus the written page.  Students will be expected to have novels read and discussion questions answered prior to the appropriate discussion.  Two papers will be written over the course of the month, due 6/20 and 7/7 by midnight.

 

On Tuesdays, we will discuss the novels and on Thursdays, we will discuss the film versions of the novels, so students will need to have viewed the appropriate film version by Thursday's class meeting.  The following schedule is more specific:

 

Tuesday, June 10th: The Scarlet Letter novel discussion

Thursday, June 12th: The Scarlet Letter film discussion

 

Tuesday, June 17th: Huckleberry Finn novel discussion

Thursday, Jun 19th: Huckleberry Finn film discussion

 

**** First paper due, Friday, June 20th by midnight, Pacific Standard Time****

 

Tuesday, June 24th: To Kill a Mockingbird novel discussion

Thursday, June 26th: To Kill a Mockingbird film discussion

 

Tuesday, July 1st: The Chosen novel discussion

Thursday, July 3rd: The Chosen film discussion

 

**** Second paper due, Monday, July 7th by midnight, Pacific Standard Time****

 

BOOKS AND REQUIRED FILM VERSIONS:

 

1. The Scarlet Letter by Nathaniel Hawthorne (1850)

A story of the destructive impact of adultery set in early America.

Film version: 1979 version, WGBH Boston Video, directed by Rick Hauser.  This version is hard to find in a rental store, but you will probably find it at the public library.  If not, you can purchase it through Amazon for about 20 dollars.

*Please do NOT view the version starring Demi Moore.

 

2. Huckleberry Finn by Mark Twain (1885)

Huck runs away from home, accompanied by an escaped slave, with whom he develops a deep friendship.

Film version: 1993 version starring Elijah Wood (a.k.a. Frodo Baggins).  You should be able to rent this at any video store.

 

3. To Kill a Mockingbird by Harper Lee

A small town in the South is torn apart by the alleged rape of a white girl by a black man.

Film version: 1962 version, starring Gregory Peck.  This video is also easy to find.

 

4. The Chosen by Chaim Potok (1967)

Two Jewish boys develop an unlikely friendship after being on rival baseball teams.

Film version: 1982 version starring Robby Benson.  This version is out of print and hard to find for purchase or rent, but the public library would be a good place to look for it.  You can find it on e-bay sometimes, too. 

 

Please contact Mrs. Hinrichs at christy@hinrichs.org with further questions.

 

Paper Topics

 

You will write two papers during the class.  There will be some flexibility about your paper topic, but if you choose to do something different than suggested, please clear your topic with me first. Both papers should be 750-1000 words each.  

 

1. One paper needs to be about a novel and a film version.  In this paper, you will come up with a thesis concerning how the film captures (or fails to capture) the spirit of the novel.  Different elements of film you should think about addressing are listed in the "Discussion Questions for ALL films" below.  You don't need to address every aspect mentioned below, but please make sure to really delve into the areas you choose to write about. Also, if you think that some parts of the film capture the spirit of the novel and others don't, that's fine-- just be sure to explain why you have these opinions.   

 

2. The other paper needs to focus chiefly on one of the novels.  You can address a major theme, do a character analysis or character comparison, etc.  Please contact me with your specific idea.  You may not do a summary, which is just a retelling of the story.  In order to avoid summary, make sure you are using specific examples from the book in order to illustrate your thesis statement. 

 

** Please see the essay writing guide that I created for the English Literature class: englitwritguide.htm  This will give you a clearer understanding of my expectations and more guidance as you write your papers.

 

** Discussion Questions for ALL films

It is best to read a book before viewing a film.  I would recommend viewing a film fairly quickly after you have finished the book so as to have it fresh in your mind.  Take notes as you watch the movie.  Examine the following as you view the film:

  1. Characters: Do the actors chosen fit what the author describes in physical appearance, mannerism and speech?
  2. Settings: Do the settings fit the descriptions from the book?
  3. Music: Does it add to or detract from the story?  Be specific about why or why not.
  4. Camera Usage: Is there special use of close-up, fade-out, angle, etc. which helps add to what the author was trying to express?  For example, why does To Kill a Mockingbird begin with close-ups of the objects in Jem’s treasure box?
  5. Scene Additions: Are there extra scenes or changed scenes?  Do you think they are in keeping with the spirit of the novel?
  6. Scene Omissions: Are there scenes that were not included?  Why do you think they were omitted?  Do you think it helps the story to flow more smoothly on-screen, or are there omissions that are problematic to the storyline and/or our understanding of the characters?

 

 

The Scarlet Letter Questions

 

Chapter 1

  1. Describe the prison.  What tone do the physical descriptions of this building help create?
  2. What does the speaker hope the rose blossom will symbolize?
  3. What kind of a tale are we about to read?

Chapter 2

  1. Describe the attitude of the people in front of the prison.
  2. Why do you think Hawthorne describes the possible criminals that might walk out of the prison, in light of who is about to come out?
  3. What were women like then, according to Hawthorne?
  4. Describe the old wives versus the young wives, particularly in their comments about Hester.
  5. How is Hester portrayed in our first glimpse of her?
  6. What is she thinking of on the scaffold?
  7. What is her punishment?  Do you think it is a fitting punishment?  How do you think it will affect Hester and the people around her?

Chapter 3

  1. What do we discover about Hester’s husband’s whereabouts from the townspeople?  Where is he really? 
  2. What is her husband’s view of her punishment?
  3.  How does Hawthorne describe the clergy?  What does this tell us about his opinion of them?
  4. What does Dimmesdale tell Hester will become of the partner of her crime if she does not give his name?  Do you agree with him?

Chapter 4

  1. What do we discover about Hester and Roger Prynne’s marriage when “Chillingworth” goes into the prison?  How does Hester feel about her sin?
  2. What does Chillingworth vow to do? What do you think he means by “Not thy soul… No, not thine!”

Chapter 5

  1. Why is Hester’s second exit from prison more difficult than the first?
  2. What do you think Hawthorne means by describing Hester as a “type of shame”?  Look up the word “type” to see which definitions might apply.
  3. Why does Hester choose to stay in New England, and what does this tell us about her?
  4. What does she do to earn a living?  What is the one thing she is never called upon to do? (p. 75)
  5. How does Hester respond to the eyes gazing on the scarlet letter?  Does she grow callous over time?  What is she able to “sense” when people look at her letter?
  6. How does Hester view her sin and herself?  What does the Bible say about our sins and God’s mercy?

Chapter 6

  1. Why does Hester give Pearl the name “Pearl”?  (*side note—how are pearls created?  If you don’t know, please take time to find out and see if you can make any parallels between that process and how Pearl impacts the life of Hester)
  2. What is Pearl like?  How does she respond to Hester’s pain?  What reasons does Hawthorne give for why her personality is the way it is?  How does Hester dress her, and what are her reasons?
  3. What words are used to describe Pearl?  How does this bias the reader?
  4. What question is Pearl obsessed with?  What is Hester’s response?

 

Chapter 7

  1. Why does Hester go to Governor Bellingham’s mansion?
  2. What happens to Pearl on the way to the mansion?
  3. What does the breastplate do to the scarlet letter?  Why do you think this detail is included?
  4. What do you think Hester  means when she says, “Thou must gather thine own sunshine. I have none to give thee.” (p. 92)
  5. How is the rosebush mentioned in this chapter?

 

Chapter 8

  1. What does Governor Bellingham describe Pearl as?
  2. Who is at the mansion? 
  3. Why has Chillingworth befriended Dimmesdale?
  4. How does Pearl respond to the catechism questions from Mr. Wilson?
  5. What has changed about Chillingworth’s appearance? Continue to keep track of his appearance and its changes versus those of Hester and Dimmesdale throughout the remainder of the book.  What do these changes tell us about these characters?
  6. Why does Dimmesdale argue that Hester must keep Pearl?
  7. Describe the interchange between Pearl and Dimmesdale.
  8. How does Hester reveal that Pearl IS her salvation as they leave the mansion?

 

Chapter 9

  1. Why did Roger Prynne (Chillingworth) decide not to reveal his identity?
  2. Why (in Hawthorne’s speculations) are there few doctors in the New World?
  3. Where had Chillingworth honed his medical skills?  How does this set him apart from the Puritans?
  4. What is happening to Dimmesdale during this time? Why do you think he continues to avoid confession?
  5. Describe the friendship between the two men.  Why does Dimmesdale feel “free” in some of his conversation with Chillingworth?  What view does this give us of the Puritans?
  6. Describe the tapestries in Dimmesdale’s apartment. How do they connect to the rest of the story?
  7. How do the townspeople view Chillingworth?  How do they feel about Dimmesdale?

Chapter 10

  1. How is Chillingworth’s quest for Dimmesdale’s secret described?  What effect does this have on our view of him?
  2. Both men seem to be enslaved as a result of the sin of adultery. How does the enslavement differ for each man?
  3. Describe the weeds Chillingworth finds in the graveyard.  What is his explanation of them?
  4. What is Dimmesdale’s view of the confession of sin?  How do his views connect to what you know of the Bible’s views of confession?  (It would be good to have some verses to discuss in class)
  5. What reasons does Dimmesdale give for why “someone” might not confess to a sin?
  6. What does Pearl put on Hester’s “A”? 
  7. What does Chillingworth get a glimpse of at the end of the chapter?  What is his response?

Chapter 11

  1. How does Dimmesdale begin to feel towards Chillingworth? How does he continue to act?
  2. Why is Dimmesdale becoming more popular as a minister?
  3. Why do you think he is unable to confess, even though he has tried “more than a hundred times”?

Chapter 12

  1. Why do you think Dimmesdale climbs the scaffold? 
  2. What happens with Hester and Pearl?
  3. How is Dimmesdale kept from presenting his sin to the town?
  4. What is said about him when his glove is found on the scaffold?

Chapter 13

  1. Who is the one person Hester feels linked to, and what is the link described as?
  2. Who is she merciful to?
  3. How does the perspective of the townspeople change toward Hester?  What do they say about the letter?
  4. “The world’s law is no law for her mind.” What does this quote mean in regards to Hester?
  5. What holds her back from acting on her thoughts?
  6. What does she resolve to do at the end of the chapter?

Chapter 14

  1. Who does Hester accost at the beginning of the chapter?
  2. Who does she think he has started to resemble?
  3. What does Hester ask Chillingworth to do?
  4. What does his response tell us about where he is spiritually?
  5. What do you think he means by the comment, “Let the black flower blossom as it may”? (p. 152)

Chapter 15

  1. How does Hester feel towards Chillingworth?
  2. What does she believe her greaquiz crime was? What impact does this view have on her responsibility for her sin?
  3. Who does she believe has committed the worst evil?
  4. What descriptions of Pearl does Hawthorne use in this chapter?
  5. What question does Pearl ask Hester and how does she respond?

Chapter 16

  1. Why does Hester choose to meet Dimmesdale in the forest?  (Obviously, it would be silly for her to meet him in the center of town, but think about some contrasts between nature and civilization, especially in connection with Hester and Pearl.  What is life like for them when they are walking in the woods or by the beach, as opposed to walking through town? )
  2. What does Pearl continue to ask Hester about on their walk?  What tone does this set for the meeting with Dimmesdale?
  3. What is Pearl’s observation about the sunshine?  Compare it to her comment about sunshine at Governor Bellingham’s house. (p. 92)

 

Chapter 17

  1. What is the tone of the meeting at first?
  2. When Dimmesdale asks, “Hast thou found peace?”  how do he and Hester answer the question?
  3. What does Hester confess to him?
  4. How does Dimmesdale react to her news, at first?
  5. What is his second reaction?

 

Chapter 18

  1. Hester is described as having wandered in a “moral wilderness” (p. 174).  How does Hawthorne use descriptions of the nature around her in connection with her own wild wanderings?  Does he condemn her in how he describes what she has done?
  2. How does Hester symbolically show Dimmesdale that she is willing to follow through on her suggestion to him to run away?
  3. How is Pearl compared to the forest?  How does this connect to Hester’s “moral wilderness”?
  4. What physical changes come over Hester and Dimmesdale after they decide to escape? How does nature correspond to their new mood?

 

Chapter 19

  1.   How is Pearl described in this chapter?
  2. What is Pearl’s reaction to seeing Hester without her letter?  What does Hester do?
  3. Why do you think Pearl responds as she does to Dimmesdale’s kiss?
  4. Hawthorne states that “… the child and mother were estranged…” (p. 182)  Why does he say this?  What is separating them?

 

Chapter 20

  1. Why is Dimmesdale happy that they plan to leave in four days?  What does this tell us about him?
  2. How does he physically change as he leaves the forest?
  3. How has he mentally changed? 
  4. Give four examples of how he almost gets himself into trouble while walking through town.  What do these example tell us about his state?  What do you think Hawthorne is saying about the Puritan view of morality?
  5. How does Chillingworth respond to his patient’s newfound vigor?
  6. What does Dimmesdale spend the night doing?

 

Chapter 21

  1. What are Hester’s mixed emotions at the beginning of the chapter?
  2. Why is Pearl agitated?
  3. How does Hawthorne show a contrast between this festival day and the somber days in the past?  How do the townspeople respond to levity?
  4. How does Chillingworth ruin Hester’s plans?

 

Chapter 22

  1. How has Dimmesdale changed physically, as seen when he is walking in the procession?
  2. Why does Hester want him to look at her as he marches by?
  3. What does Mistress Hibbins say to Hester? 
  4. Why does Hester’s letter become the center of attention once again?
  5. Why is it significant that the “youngest and only compassionate one” among the town wives is deceased?  What does this tell us about the situation Hester is in, as far as she is viewed by the wives?

 

Chapter 23

  1. How do the people respond to Dimmesdale’s sermon?  How does this affect his physical appearance?
  2. Why does Chillingworth try to stop him from confessing?
  3. What does Dimmesdale show the people when he confesses?
  4. How does Pearl react?

 

 

Overall questions:

 

1.Is Hawthorne specifically criticizing Puritans, or do you think he’s making comments about human nature in general?

2. How does he describe the main characters (Hester, Pearl, Dimmesdale and Chillingworth)?  How do these descriptions affect the reader’s view of each character?  In other words, who do we sympathize with?

3. What does Hawthorne condemn most harshly in this book?  

  1. How do the townspeople view the main characters?  How does this affect the reader’s view?
  2. Pay attention to physical appearances of people in this story.  How does Hawthorne use appearance to reveal what is inside the characters and how he views them?

 

 

 

The Scarlet Letter film questions

  1. How does the film illustrate Pearl’s wild nature?
  2. The set designer for this film says that the set is a “19th century view of the 17th century.” Is there anything you notice in the film that might support this idea?
  3. How is lightning used?
  4. How is the pastor’s sermon at the start of Part II used to set the scene?  How does it help us to see the attitude of the townspeople?
  5. How do the costumes reveal the character of the people? (i.e. Mistress Bellingham versus Hester)
  6. Why do you think the scene between Hester and Mistress Bellingham is added?
  7. How does Governor Bellingham’s mansion fit his character?
  8. Is Dimmesdale’s humorous comment about Chillingworth’s providential arrival in keeping with his (D’s) character in the novel?  (“Did thunderclouds deposit you…”)
  9. How is Chillingworth physically made to fit the part of a man undergoing spiritual decay?  Can you see any reason for Hester to have succumbed to marrying this man, as portrayed in the film?
  10. How do you like the high-tech special effects for the red comet?  J
  11. Why do you think the childbirth scene is added in Part III?
  12. How is Proverbs 31 used?
  13. How does the music change between scenes in town and in the forest?
  14. The book does not explicitly state that there is any kissing between Hester and Dimmesdale.  Do you think the addition of kissing in the film adds anything to the storyline or is it a distraction?
  15. Do you think Dimmesdale’s preaching style (how he uses his voice, especially) is in keeping with the Dimmesdale of the book?
  16. How do the filmmakers give the Election Day scenes an air of levity as opposed to the opening scene at the prison door and others?

 

 

Huckleberry Finn Questions

 

Overall ideas to look for throughout the book:

  1. Huck’s view of religions, both Christian and superstitious.
  2. Huck’s view of Jim and other blacks.  How do his views change in the way that he treats Jim and his thoughts on him?
  3. Huck’s view of life versus Tom Sawyer’s.
  4. Life on the river versus life on islands and on the mainland.  Where are Huck and Jim most at peace and what interferes with that peace?
  5. Twain’s views of different people in society.  Examine the incidents he chooses to have Huck relate.  What do these incidents reveal about his view of these people? (Try to look past what Huck says—Twain is often making comments that contradict Huck’s rather naïve (at times)views.) 
  6. This book has been banned many times due to use of the word “nigger”, as well as the fact that Huck has not been considered an upstanding example for young people.  Also, there are those who think this book is pro-slavery.  How do you support or defend these three arguments?

 

Chapter One

  1. What is Huck’s living situation and why does he dislike it? 
  2. As you read, pay attention to Huck’s conversations with and thought about those who profess to follow Christ or be religious.  Why does Huck make the statements he makes?  Is he unjustified in his views?

Chapter Two

  1. What does the run-in with Jim reveal about some of the local superstitions, as well as how the boys view him?
  2. What drives Tom Sawyer’s imagination?  Why doesn’t Huck understand it?

Chapter Three

  1. What are Huck’s views of prayer?
  2. Why does he lose interest in Tom’s gang?

Chapter Four

  1. Why does Huck begin to be fearful?
  2. What does he do with his money?
  3. Who does he ask for a vision of the future? What does this reveal about what he puts his faith into?

Chapter Five

  1. What are some of the effective phrases used to describe Pap?
  2. How does Pap feel about Huck’s education? 
  3. Why is Huck returned to Pap’s custody?  What does the story of Pap’s “reform” reveal about Twain’s view of Pap and those in society who attempt to reform such men?

Chapter Six

  1. What is life like for Huck when he lives with Pap?
  2. Who does Pap blame for his problems?

Chapter Seven

  1. How does Huck outsmart Pap? What does this tell us about Huck’s intellect?  How does it differ from Tom’s?

Chapter Eight

  1. Who does Huck discover on the island?
  2. What does Jim believe about his future?  What “wealth” does he currently possess and what does this tell us about the views of the time concerning slaves?

Chapter Nine

  1. What do Jim and Huck discover on the floating house?

Chapter Ten

  1. Why does Jim think they’ll have bad luck?
  2. What trick does Huck play on Jim?  What does his response to the results of his trick reveal about his view of Jim?

Chapter Eleven

  1. How successful is Huck in his attempt to be a girl?
  2. Why do Huck and Jim leave the island?
  3. Think about their life on the island.  Were they able to be at peace?  Why or why not? 

Chapter Twelve

  1. What does Huck mean by the term “borrow”?
  2. Describe the situation with the men on the wrecked steamboat. 
  3. How are Jim and Huck placed in jeopardy?

Chapter Thirteen

  1. Who does Huck say he is when he’s discovered?  How does he get someone to look into the steamboat?

Chapter Fourteen

  1. What does the conversation between Huck and Jim about kings, especially Solomon, reveal about a. Huck’s understanding of the facts and b. Jim’s common sense?
  2. What does the conversation about the French language reveal about Jim and Huck’s reasoning skills?

Chapter Fifteen

1.What happens to Huck and Jim and how does Huck explain it to Jim?

2.  What is his response when Jim figures out the truth and what does this show us about Huck’s view of Jim?

Chapter Sixteen

  1. What’s the story of the mysterious barrel?  Why do you think this incident is in the book?  Does it add anything to our understanding of Huck or life for people on the river?
  2. Why does Huck’s conscience start to prick him? 
  3. What happens with Cairo?  Why is Cairo significant?  Who or what do Huck and Jim blame for their bad luck?
  4. What happens to the raft?

***At this point, Twain set the novel down for several years due to writer’s block.  Think about this fact as you read the rest of the novel.  Do you think the second half of it is in keeping with the spirit of the first half? 

 

Chapter Seventeen

  1. Who are the Grangerfords? 
  2.  What is Huck’s reaction to his reading of “Pilgrim’s Progress”?  (If you aren’t familiar with that story, find a summary of it)  What does this tell us about his understanding of Christianity?
  3. What was Emmeline Grangerford known for?  From Huck’s descriptions, do you agree or disagree with his evaluation of her talents?

 

Chapter Eighteen

  1. What is Buck’s explanation about feuds and how does he view the Shepherdson family’s bravery?
  2. What is Huck’s understanding of the sermon?
  3. What does Huck find in Miss Sophia’s quizament?
  4. What does Huck discover when he goes to see the “water-moccasins”?
  5. How does Huck’s time with the Grangerfords end?  What is his first response to being back on the raft?

 

Chapter Nineteen

  1. What is life like for them on the raft at first?
  2. What interrupts it?
  3. Who are the “King” and the “Duke”?

 

Chapter Twenty

  1. How does the King benefit from the revival meeting?
  2. What is Jim’s view of the “royalty” on the raft?

 

Chapter Twenty-One

1. How do the two men propose to earn some money?  What is their understanding of Shakespeare?  (If you don’t know Hamlet’s “To be or not to be” soliloquy, it would be good to read it along with their version of it. J)

      2.Describe the run-in between Boggs and Sherburn.  Why do you think Twain included this story?

 

Chapter Twenty-Two

  1. How does Sherburn disperse the angry mob?
  2. What is Huck’s impression of the circus?
  3. What is the town’s response to the Shakespearean performance and how do the men propose to get the audience back the next evening?

Chapter Twenty-Three

  1. What is the “Royal Nonesuch” and how do the men get rich off of it and escape with their lives, too?
  2. How does Huck explain to Jim why the royal men traveling with them are such “rapscallions”?  How accurate is his understanding of history?
  3. What does Jim tell Huck about his daughter?  What effect does this story have on our view of Jim?

Chapter Twenty-Four

  1. What plan is concocted to allow Jim to be seen on the raft?
  2. What is the next scheme hatched by the two men?
  3. What is Huck’s view of it?  When he says, “I’m a nigger”, what does he mean? 

Chapter Twenty-Five

  1. How do the Duke and the King deal with accusations that they are frauds? 

Chapter Twenty-Six

  1. Why doesn’t Joanna (Harelip) believe Huck?  How do her sisters respond to her disbelief?
  2. What does Huck decide to do?

 

Chapter Twenty-Seven

  1. Where does Huck hide the money?
  2. Describe the undertaker and the funeral.
  3. What do the Duke and King do that upsets the girls?
  4. Who does Huck blame for the theft?

 

Chapter Twenty-Eight

  1. Why does Huck finally resort to telling the truth?
  2. What happens at the end of the auction that appears to be a problem for the Duke and the King?

Chapter Twenty-Nine

  1. What circumstances appear to be in favor of the Duke and the King as they attempt to prove they are not frauds?
  2.   What does Huck attempt to do after the body is taken out of the ground and examined?  How does he feel before the Duke and the King arrive?

 

Chapter Thirty

  1. How do the Duke and King resolve their differences?

 

Chapter Thirty-One

  1. What scheme do the Duke and King hatch concerning Jim?
  2. Pay close attention to Huck’s battle with his conscience.  What does this tell us about a. his view of salvation and sin and b. his view of Jim?  In other words, what is he willing to give up in order to save Jim’s life?  From a biblical perspective, what would you tell Huck to ease his conscience?  Specific verses are helpful. J

Chapter Thirty-Two

  1. How does Huck explain his arrival to his “aunt”?
  2. Who does he find out they think he is?

Chapter Thirty-Three

  1. How does Huck intercept Tom?  What trick does Tom play on his aunt?
  2. Why is Huck so shocked that Tom will help him set Jim free?
  3. What happens to the Duke and the King?
  4. Closely read the last paragraph of this chapter.  What does Huck believe about his “conscience”?  What conscience do you think he is referring to?  (his own, society’s? etc.)

Chapter Thirty-Four

  1. How do the boys find Jim?  What seems to control the slave who takes care of Jim?

Chapter Thirty-Five through Thirty-Nine

  1. What ideas does Tom have about “rescuing” Jim?
  2. How do Huck and Jim feel about his plans?  Why does Huck go along with them?

 

Chapter Forty
1. How does the plan backfire on them?

2.How does Jim respond to the situation and what does this reveal about him?

3.  On page 341, Huck says about Jim, "I knowed he was white inside..." What does "white" mean to Huck?  Also, think about how Twain has portrayed the white people in this book.  Have we been given an admirable overall picture of white people? 

Chapter Forty-One

  1. What do the ladies in town think about Jim after they hear what was in his cabin?  What comment is Twain making about Tom through them?
  2. Why doesn’t Huck run off in the night to find Tom?

 

Chapter Forty-Two

  1. What is the doctor’s view of Jim?
  2. Who shows up and reveals Huck and Tom’s identities?
  3. What does Tom explain about Jim?  Do you want to strangle Tom? J
  4. Why do you think Twain brought the character of Tom into the end of the book?  What purpose does he serve in light of all that has happened?

Chapter Forty-Three

  1. What do Huck and Jim intend to do?

 

Movie Questions:

(see Discussion Questions for ALL films above, as well)

  1. What is different about the portrayal of Jim?  Huck?
  2. What views of slavery are expanded upon in the film?
  3. What elements have been added to make this movie more accessible to a modern audience?
  4. How are Huck’s emotions shown more clearly, especially concerning his parents?
  5. Why do you think the directors chose to cut Tom Sawyer entirely from the film?
  6. Do you think this film captures the spirit of the novel?

 

 

 

To Kill a Mockingbird Questions

Part One

Chapter One

  1. What is the Finch family background?
  2. Who is Calpurnia?  What is Scout’s family situation?
  3. Describe Dill.
  4. What is the story behind the Radleys?
  5. Why are the children so fascinated with Boo?

 

Chapter Two

  1. What goes wrong with Scout’s first day at school?
  2. Jem refers to the “Dewey Decimal System”.  He is actually trying to refer to John Dewey, who was a major figure in education at this time.  His belief can be summed up in the words, “I would have a child say not, ‘I know’, but, ‘I have experienced.’”  How does this tie in with what Jem attempts to say about the Dewey’s philosophy?
  3. Who is Walter Cunningham? What does the situation between Mr. Cunningham and Atticus tell us about both men?

 

Chapter Three

  1. How does Lee make it clear that Miss Caroline is not used to Maycomb ways?
  2. What does Atticus tell the children about the Ewell family?  How are they different from the Cunninghams?
  3. Atticus says, “You never really understand a person until you consider things from his point of view…until you climb into his skin and walk around in it.” (p. 30)  Keep this quote in mind as you read the rest of the book.  How do the various characters come to live this quote out?
  4. How does Atticus get Scout to go back to school?

 

Chapter Four
1. What items do Scout and Jem find in front of the Radleys?  Are there any conclusions we can draw about who put them there by what they are?  Why do you think whoever put them there chose these specific items?

2.The children use the term “nigger talk”.  What do they mean?  How does their view of Calpurnia contrast with this?

  1. What happens to Scout and the tire and what does she hear?
  2. What game keeps the children occupied until Atticus discovers it?

 

Chapter Five

  1. Who is Miss Maudie and why do the children like her so much?
  2. Why do think Jem yells after Atticus that he isn’t sure he wants to be a lawyer after the “note to Boo” incident?

Chapter Six

  1. How does Jem lose his pants? 

Chapter Seven

  1. Why was Jem quiet for so long about the night at the Radley place?
  2. What other treasures are discovered in the knothole?  What is their possible significance?
  3. What causes Jem to cry?

 

Chapter Eight

  1. What is the town’s response to snow?
  2. What does Jem do with the snow that gets him in trouble?  What is a “morphodite”?
  3. What happens during the fire?  What does this tell us about whoever gave the blanket to Jem and Scout?

 

Chapter Nine
1. Why do Scout and Jem begin to struggle at school and around town?

  1. What reasons does Atticus give for his choice of defending Tom Robinson?
  2. How does Uncle Jack deal with Scout’s use of foul language?
  3. Why does Scout break her promise to Atticus about fighting? 
  4. In the conversation between Jack and Atticus, what is revealed about Atticus’ deeper thoughts about defending Tom Robinson?  In other words, why is he doing it?

 

Chapter Ten

  1. How do Jem and Scout feel about Atticus and his abilities as compared to the fathers of their classmates?
  2. What does Atticus do to the rabid dog and what does it tell us about his character that he has not told his children about his ability to do this type of thing?
  3. How does this act change the children’s view of him?

 

Chapter Eleven

  1. How does Mrs. Dubose treat Jem and Scout? 
  2. What does Jem do in a fit of rage?
  3. What is his punishment?
  4. What do the children discover about Mrs. Dubose?
  5. Why does Jem get angry when he sees what is in the candy box? In other words, what does the camellia symbolize?

 

Part Two

Chapter Twelve

  1. When the Finch children go to church with Calpurnia, what do we discover about Calpurnia?
  2. What is life like for the blacks of Maycomb?  How does it compare to the life of the Finches and families like the Ewells and Cunninghams?
  3. How does the pastor get the people to contribute enough money for Mrs. Robinson?  What does this tell us about the community?

 

Chapter Thirteen

  1. When Aunt Alexandra arrives, how does it affect life in the Finch house?
  2. What are some of Aunt Alexandra’s theories about the people in Maycomb?
  3. How does Alexandra attempt to influence Atticus?  Is her attempt successful?

 

Chapter Fourteen

  1. What changes about the way people treat them when Jem and Scout are downtown?
  2. What is Aunt Alexandra’s response to Scout’s retelling of the trip to Cal’s church?
  3. What does Scout mean by the phrase, “I felt the starched walls of a pink cotton penitentiary closing in on me”?
  4. How does Dill explain his arrival to Maycomb?  What really happened?
  5. Why did Dill run off?
  6. How does he think babies come into the world?

 

Chapter Fifteen

  1. Why do Heck Tate and a group of men show up at the Finch home one night?
  2. How does Atticus respond to the various risks that Heck brings to his attention?
  3. How does Aunt Alexandra feel about Atticus defending Robinson?
  4. Why does Atticus go into town that night?
  5. How does Scout singlehandedly disperse the crowd of men?  What does this tell us about the men?
  6. How does Lee show us that Atticus was afraid that night, even though he tries to hide it from the children?

 

Chapter Sixteen

  1. Who does Aunt Alexandra use the term “them” to refer to?  What does this reveal about her attitude?  What effect does it have to call a group of people “them”?
  2. How does Atticus explain the mob mentality?
  3. How does Maudie respond to the “foot-washers”?  What does this exchange tell us about Miss Maudie and the foot-washers?
  4. What is the story behind Mr. Dolphus Raymond’s behavior?
  5. Where do Jem and Scout sit?  What does their response to this tell us about their views of the “colored people”?

 

Chapter Seventeen

1.      What does Mr. Tate reveal in his quizimony?

2.      How does Lee use descriptive language to give us a clear picture of Bob Ewell?  What is he like?

3.      How does Judge Taylor maintain control?  What do his actions reveal about how he feels about different people in the courtroom?  (i.e. Bob Ewell)

4.      What fact is revealed about Mr. Ewell that stuns the courtroom, especially Jem?

 

Chapter Eighteen

  1. What details are we given about Mayella Ewell in Scout’s reflections?  What do they reveal about her?  How is she different from her father?
  2. Why does she think Atticus is making fun of her, and what does that tell us about her?
  3. What is revealed about Tom Robinson towards the end of the chapter?  How does Mayella respond?

 

Chapter Nineteen

  1. Describe the relationship (prior to the alleged rape) between Tom Robinson and Mayella.
  2. Why did Tom run?
  3. Why is there a shocked response to his confession that he “felt sorry” for Mayella?

 

Chapter Twenty

  1. Who is Dolphus Raymond? Why does he pretend to be drunk?  What does this tell us about expectations in Maycomb? 
  2. Why do you think Atticus, who is generally a very formal man, takes his coat off while he delivers his final speech to the jury?
  3. What makes every person equal in the United States, according to his argument?

 

Chapter Twenty-One

  1. Why is Jem so sure that the case has been won on behalf of Tom?
  2. Why do the people in the “colored balcony” stand up as Atticus passes?  What does this mean?

 

Chapter Twenty-Two

  1. How do different people minister to the Finches the day following the trial?
  2. Why does Miss Maudie believe that Atticus has helped the town to take a “baby step”?  How does she defend Maycomb from Jem’s attack?
  3. What happened between Mr. Ewell and Atticus?

 

Chapter Twenty-Three

  1. How does Atticus respond to Ewell’s actions?
  2. What is Atticus’ prediction about Ewell’s threatened revenge?
  3. What are some of the problems with juries, as discussed by the Finch family?
  4. What is Aunt Alexandra’s response to Scout’s desire to be friends with Walter Cunningham?  What does this reveal about the social hierarchy in Maycomb?
  5. What do Jem and Scout think of social hierarchies? (in other words, how should people be categorized?)

 

Chapter Twenty-Four

  1. Describe the missionary tea.  What examples of hypocrisy are revealed?
  2. How does Miss Maudie respond to the unkind words of Mrs. Merriweather?
  3. What interchange takes place between Maudie and Alexandra?
  4. What does Alexandra’s response to hearing about Tom’s death tell us about her beliefs?
  5. Why does Scout gain respect for Aunt Alexandra?

 

Chapter Twenty-Five

  1. How has Jem changed?
  2. How was he impacted by going with Atticus to tell Helen about Tom?
  3. How does the use of the words “they” and “them” in this chapter and the last cause us to view the people referred to?
  4. Pay close attention to what Mr. Underwood writes in the paper about the case.  Connect it to what Atticus has told the children about shooting mockingbirds, as well as the title of the novel.

 

Chapter Twenty-Six

  1. What does the incident with Miss Gates reveal about Miss Gates and Scout’s perceptions? 
  2. How does Jem respond?

 

Chapter Twenty-Seven

  1. What changes have taken place in Maycomb?
  2. What happens to Judge Taylor and Helen Robinson?
  3. What is the plan for Halloween, and why was it created?

 

Chapter Twenty-Eight

  1. What happens at the pageant?
  2. What happens to Jem and Scout as they walk home?  How does Lee create suspense and confusion?

 

Chapter Twenty-Nine

  1. What other details do we discover?
  2. Who is the stranger?

 

Chapter Thirty
1. Why does Atticus suggest they go out to the front porch?

2.Who does Atticus think has killed Bob Ewell?

  1. Who has really killed Bob Ewell and why is Heck so insistent that he “fell on his knife”?

Chapter Thirty-One

  1. On page 279, (paragraph begins, “I looked behind me…” and ends “Just standing on the Radley porch was enough”)  why does Lee switch from calling the kids “the” children to “his” children?  Who is the “he” she refers to?  What effect does this have on the reader?

 

Overall Questions

  1. Why did Lee take the title from this quote: "I'd rather you shoot at tin cans in the backyard, but I know you'll go after birds. Shoot all the bluejays you want, if you can hit 'em, but remember its a sin to kill a mockingbird?"
    What does this mean?


2. What is the significance of singing hymns by "linin'" at Calpurnia's church? Does Calpurnia adhere to any stereotypes? If so does Harper Lee intend to subvert or call into question these stereotypes?

4. How do the children's games and "dramas" (such as the Boo Radley "plays") correspond to the games and "dramas" enacted by adults in the novel?

5. What was Harper Lee's purpose in having Aunt Alexandra come to live with Scout, Jem, and Atticus? What is her role in the larger

 scheme of the book?

 

 

6. From whose point of view is this story told? Why do you think the author chose this character instead of Jem?


7. What do we know about how Atticus is raising his children from the children’s perspective and from what he tells them?  For example, when Atticus realizes how angry Jem is over Mrs. Dubose's comments, he says: "You just hold your head high and be a gentleman. Whatever she says to you, it's your job not to let her make you mad." What does this comment tell you about Atticus's character and how he tried to raise his children?

8. In chapter 11, Atticus and Scout briefly discuss why he feels he must defend Tom Robinson. Atticus says, "The one thing that doesn't abide by majority rule is a person's conscience." Explain what he means by this and how this belief causes conflict for him within the community. How is this idea played out in other scenarios in the novel?

An interesting website with a poem by Walt Whitman and information about mockingbirds:

 

http://www.sdcoe.k12.ca.us/score/tokil/bird1.htm 

 

To Kill a Mockingbird Film Questions

 

  1. Why do you think the film opens with a close-up of Jem and Scout’s treasure box?
  2. There are many omissions in this film.  Several characters have been blended or omitted entirely, as well as many scenes.  Why do you think the director chose to do this?  Do these omissions stand out to you as glaring, or do you think the director made a good choice?  Which scenes would you have kept? 
  3. How do we get more information about Jem and Scout’s mother?
  4. How is Atticus portrayed as a father who is “no fun” for the kids? (differently from the book.)
  5. Why is the trial brought in to the plot so soon?
  6. Why do you think the director chose to film this in black and white?  Color film was available at this time.
  7. How does the music specifically tie into the concept of the rural South?
  8. Why is there no music in the scene where Atticus shoots the mad dog?
  9. Do you think the director’s choice to have Mr. Ewell showing up at the Robinson place to torment Helen was effective?
  10. Do you think the actress who played Mayella Ewell captured the Mayella described in the book?  Why or why not?
  11. Do you think Scout being dressed up as a ham with no explanation is odd, or do you think those who haven’t read the book can figure out what’s going on?
  12. How does the “relationship” (such as it is) between the children and Boo Radley differ in the movie?  Is the director able to portray Boo as a sympathetic character?

The Chosen

As you read this novel, you may run across terms you are unfamiliar with.  In order to help your reading, please see this website.  It defines many terms.

http://department.monm.edu/classics/Courses/SienkewiczFreshSem/CourseMaterials/Potok'sChosen/CorderyImportantTerms.htmreading,

If the website doesn't come up, please scroll down to the bottom of this page for the definitions.

 

The Chosen Discussion Questions

Chapter One

  1. What differences and similarities are there between the communities that Danny and Reuven have grown up in?
  2. Why are the yeshivas allowing the boys to spend time playing softball?
  3. Compare Mr. Galanter to the Hasidic team’s coach.
  4. How do Danny’s team members appear to respond to him?  What are his interactions with the non-Hasidic team like? (i.e. what comments does he make?)
  5. Describe Danny’s behavior at bat.  Why do you think he acts this way?

Chapter Two

  1. How does Potok help the reader to understand that Reuven’s condition may be serious when he arrives at the hospital?
  2. Who are the people in the beds next to Reuven?  Why do you think Potok chose these characters? Is there anything he’s trying to say about sight? About who Reuven is?
  3. What is Mr. Malter like?
  4. How does he respond to Reuven’s comments about Danny?
  5. Pay close attention to the last paragraph of the chapter.  When you are done with the book, go back and read it again.  How is it significant?

Chapter Three

  1. How does the war impact life in the hospital?
  2. Who is little Mickey and what role does he play in helping us understand Mr. Savo?
  3. How does Reuven respond to Danny’s first visit? What does his father tell him he must do?
  4. What surprising things does Reuven discover about Danny in the second visit?
  5. What is Reb Saunders (Danny’s father) like?  Make note of the comment made about silence (p. 72—towards end of chapter) and examine it later when you have finished the book.

Chapter Four

  1. What does Reuven’s father tell him about people and friendship?
  2. What are Mr. Savo’s comments about Danny and how do they compare with Mr. Malter’s?
  3. What does Danny say about people and ants, his father’s response to his comments, and the passage from Hemingway?  What do these comments tell us about Danny?
  4. How does Danny feel about being a rabbi?
  5. What do we discover about the relationship between Danny and Mr. Malter?
  6. What is the diagnosis on Reuven’s eye?

Chapter Five

  1. Make note of the quote that starts Book Two.
  2. How has Reuven’s view of everyday life changed?

Chapter Six

  1. How were Jews persecuted in Poland?
  2. Who was the Ba’al Shem Tov (Besht)?
  3. What do the Hasids believe the role of the leader of the sect is? (105)
  4. Who is Solomon Maimon and how does he relate to Danny?  Why does Danny’s father take such an interest in what Danny reads?

Chapter Seven

  1. What does Danny reveal about his father?
  2. What is Danny’s neighborhood like?  How do the people respond to him?
  3. How does Reuven feel in this environment?
  4. How does Potok paint a picture of Reb Saunders?  What do his physical traits seem to reveal about his personality?
  5. How does Reb Saunders quiz Reuven and Danny after the service?
  6. What are Reb Saunders’ thoughts on Reuven being Danny’s friend?
  7. How does Mr. Malter explain Reb Saunders’ behavior to Reuven?

Chapter Eight

  1. What is Danny reading that has upset him so much when Reuven finds him in the library?
  2. Why is he learning German?
  3. What is Mr. Malter’s explanation for why he has suggested books for Danny to read?
  4. Describe the Talmud battle between Danny, Reb Saunders and Reuven. What is revealed about Reb Saunders from Reuven’s observations?
  5. What does Reb Saunders ask Reuven?  How does he respond to the discoveries? What does this reveal about his opinion of the Malters?
  6. What do Mr. Malter and Danny say about silence?

Chapter Nine

  1. What does Reuven discover about Billy?
  2. Pay close attention to the description of spider and fly.  Who or what might it symbolize?

Chapter Ten

  1. Why is Danny frustrated in his study of Freud and how does he resolve his frustration?

Chapter Eleven

  1. What gets in the way of Danny and Reuven’s friendship?
  2. How do the people respond to the death of President Roosevelt?
  3. How do the boys’ fathers respond to news of the German concentration camps?
  4. What happens to Mr. Malter?

Chapter Twelve

  1. What does Reuven start to realize about Danny’s reading of Freud?  What is stated as Freud’s view of man? (p. 184)
  2. What is Reb Saunders’ response to Reuven’s mention of a Jewish state?  Why does he feel so strongly about this?
  3. What does Danny tell Reuven about how he feels about his brother?

Chapter Thirteen

  1. Note the quote at the start of  Book Three.
  2. Why is Danny so frustrated at college?
  3. What might Danny’s struggle with his physical eyes symbolize?
  4. What are Mr. Malter’s justifications for working so hard for Judaism?
  5. Why does Reuven support Professor Appleman over Danny when it comes to psychology? How does his conversation with the professor help him?
  6. Describe the tension between the Hasidic and non-Hasidic students.
  7. Why does the friendship between the boys end?  What is Mr. Malter’s response?  What does he say about fanatics?

Chapter Fourteen

  1. What is Reuven’s opinion of silence?
  2. How does he view Danny and Reb Saunders?
  3. What is Rav Gershenson’s class like, and how does Reuven’s anger soften towards Danny because of it?
  4. How does Reuven prepare for Rav Gershenson’s class?  Why does he have so much time alone?
  5. How does Gershenson’s silence affect Reuven?
  6. Why is Reuven’s explanation of the passage (after class) an explanation that Gershenson does not want him to use in front of the other students?

Chapter Fifteen

  1. What disappointment did Mr. Malter suffer due to his heart attack?
  2. How does Danny approach Reuven at the end of the chapter?

Chapter Sixteen

  1. What role do eyes and silence play in Reuven and Danny’s first conversation?
  2. How does Danny feel about his father?
  3. How does Danny justify the use of Freud and experimental psychology?
  4. What is Reuven’s view of Reb Saunders after the reconciliation?

Chapter Seventeen

  1. What does Danny reveal about his understanding of silence?
  2. How does Mr. Malter counsel Danny?
  3. Why does Mr. Malter get upset when he hears that Reb Saunders has been asking to see Reuven?

Chapter Eighteen

  1. How does Reb Saunders explain his decision to raise Danny in silence?
  2. How does he respond to Danny’s decision to be a psychologist?
  3. What is Mr. Malter’s explanation of the method?
  4. What is Danny’s last thought about silence?

 

Overall

  1. The quotes that begin Book One, Two and Three are significant.  When you have finished the novel, go back and look over these quotes to find connections to what has happened.
  2. What significance does the word “chosen” have in this novel?  There are several answers.
  3. What is the significance of sight in this novel?  (Think about the ability to “see” inside of other people—get past the idea of physical sight.)
  4. What role does silence play?  How is it viewed by the different characters?

 

The Chosen Film Questions

 

  1. How is music used to draw contrasts between the non-Hasidic world and the Hasidic?
  2. How does the film create contrasts visually between the two sets of boys?
  3. Is the tension between Danny and Reuven developed enough before the baseball in the eye incident?
  4. Why do you think the filmmakers chose to give Danny and accent?
  5. Are Reuven’s wisecracks in keeping with the Reuven of the book?
  6. How do the filmmakers try to explain to us the life of the Hasids through what Reuven sees?
  7. What about Reuven’s friends’ response to his friendship with Danny?
  8. How does the film address the issue of silence?
  9. How are the different aspects of Reb Saunders’ personality portrayed?
  10. What do you think of the following scene additions (i.e. why were they added?): the hoodlums beating up on Danny and Reuven, the overt flirtation between Reuven and Danny’s sister, Danny’s trip with Reuven to the movies and museum, Danny being kissed when the war is ended, Reuven packing illegal weapons for the pro-Zionists, Reuven’s disrespectful response to his father, Mr. Malter’s speech, the dance party at Reuven’s house.
  11. How is Reb Saunders’ grief over the death of the Jews portrayed?
  12. Pay special attention to the scene where Reb Saunders is dancing.  What does this scene show the audience about him?
  13. Is the final conversation between Reb Saunders, Danny and Reuven done well?  Why or why not?
  14. Do you think the story of the prodigal son (story from Talmud) mentioned at the end of the film is a good way to end? 

Note: Beginning with the word "Yiddish," all of the terms are listed in order of their appearance in the book.

 

Hasidism: Today the word Hasid is often used as a synonym for the most religiously conservative Jew. Historically Hasidism was a religious movement that began in Eastern Europe in the 1700s. The founder of Hasidism was Israel Ba'al Shem Tov, usually referred to as the Ba'al Shem Tov. (Sometimes another name used to refer to him is his acronym, the Besht, from Ba'al Shem Tov.) His name literally means "Master of the Good Name." After several years of solitude and meditation, in approximately 1736 the Ba'al Shem Tov emerged as a leader and healer. In 1740 he moved to the Polish border near Lithuania and began accepting disciples. The Ba'al Shem Tov's teachings focused on an individual's personal relationship with God and not so much on the details of Jewish law. The Ba'al Shem Tov taught that "God desires the heart," by which he meant that, for God, a pure heart mattered more than a complete, detailed knowledge of religious scripture. He also believed that, as God created the world and God was all throughout the world, people should be joyful in the world. Thus, Hasidic worship could be chaotic compared to the worship services of other types of Jews and it might include singing and dancing and feasting. The Ba'al Shem Tov taught that the Tzaddik ([p. 81] the religious leader of the Hasidim) should be the role model for all people who followed him, and thus the Tzaddik should live an exemplary life because God revealed himself in the actions of the Tzaddik. (Tzaddikim [p. 104] is the plural of Tzaddik.) This is how the Tzaddik became so powerful in Hasidic Judaism. After the Ba'al Shem Tov died in 1760, groups of Hasidic Jews formed all over, each with their own Tzaddik.

 

Hasidic: the adjective that describes a type of Jew, i.e. an Hasidic Jew

Hasid: (singular) a Jew who is Hasidic

Hasidim: (plural) all of the Hasidic Jews

 

Rebbe or Reb: The title used to refer to a Tzaddik.

 

Mitnagdim: These were the people who opposed the Ba'al Shem Tov's teachings because they were so unlike other Jewish ideas of the era. Throughout the eighteenth century the Mitnagdim persecuted the Hasidim, but in the nineteenth century the differences between them decreased. This was in part because in the nineteenth century, the Hasidim began emphasizing the study of religious scripture. Mitnagdish is the adjective, i.e., a Mitnagdish child. Mitnaged is the singular form; see page 118.

 

Yeshiva: a school for religious and secular education; it can be a college

 

Yiddish: (p. 9) a language spoken by many Jews, especially Eastern European Jews, that developed out of German and is written in Hebrew. In the United States, many European Jewish immigrants spoke Yiddish in their own communities. Several Yiddish words have entered the English language as a result. Some examples include: bagel; pastrami; shlemiel (a dweeb); shlemazal (a clumsy person); maven (an expert); meshugga (crazy); shlepping (dragging) [see schleppers, p. 26]; and yenta (someone who talks a lot). Today in the United States Yiddish is the primary language only in Hasidic communities.

 

Shabbat: (p. 9) Sabbath. Sunday is the Christian Sabbath while Sabbath for Jews begins when the first star is visible in the sky on Friday evening and lasts until Saturday night. The Shabbat begins with the lighting of candles, a ritual which is traditionally performed by women, and a blessing said over the candles. ("Blessed are You, Lord God, King of the Universe. . . who has commanded us to light the Shabbat candles.") Then the Shabbat ritual continues with the parents blessing the children, the husband reading a biblical poem of respect and admiration for his wife, the singing of a hymn, the kiddush prayer which is said before the drinking of the Shabbat wine, the hand washing ceremony, and the blessing and the eating of the challah (or chalah). The challah is a special braided bread eaten on the Sabbath. Then the family eats the Shabbat meal and concludes with a special grace after the meal. The traditional Sabbath greeting is "Shabbat Shalom!" (A peaceful Sabbath!) Hasidic Jews take seriously the biblical commandment not to work on the Sabbath, and for Hasidim the definition of work is very broad.

 

Synagogue: (p. 9) the place where Jews worship formally, a synagogue is not a temple or a church in that it is not a consecrated space. It is a building or a space used for the specific purpose of worship.

 

Rabbi: (p. 10) this Hebrew word literally means "teacher." It denotes a Talmud scholar and usually a learned Jewish spiritual leader, but not always. Anyone can call him or herself a rabbi. A rabbi is not analagous to a Catholic priest, for example, in that a rabbi does not administer sacraments.

 

Talmud: (p. 10) The Talmud is the collection of writings on Jewish law and custom.

 

Gentile: (p. 11) a non-Jew

 

Ten Commandments: (p. 13) These are the ten laws given to Moses by God, as found in Exodus 20:1-21.

 

Tzitzit: (p. 14) ritual fringes attached to any four-cornered garment and worn to remind the wearer of God's commandments, according to Numbers 15:39. When Jews attend prayer service, the ritual fringes are attached to a prayer shawl and called a tallit. A tallit is worn like a cape.

 

Momzer or momser: (p. 20) a really, rotten, awful person. This is a pretty bad name to call someone.

 

Apikorsim: (p. 23) this is defined in the text on page 28

 

Mincha or minkha service: (p. 24) an afternoon religious service

 

Torah: (p. 28) the first five books of the Hebrew Bible (which is called the Old quizament by Christians), also referred to as the Pentateuch. The Torah can also be the scrolls on which the they are written.

 

Kosher: (p. 44) an adjective meaning that something or someone adheres to Jewish dietary laws. The laws of kashrut state that Jews may eat only certain types of foods prepared in certain ways. The word kosher literally means "fit." The biblical laws of kashrut ([p. 167] or kashruth) come from Leviticus 11 and Deuteronomy 14:4-21.

 

Abba: (p. 49) father. The more precise American term would be "daddy."

 

Tefillin: (p. 53) two small black boxes with black straps attached to them with biblical passages inside of them. Jewish men are required by the Bible to place one of the boxes on their head and one on their arm each weekday morning. Putting on the Tefillin is one of the first commandments that a boy fulfills after he makes his Bar Mitzvah. Tefillin is often translated phylacteries (p. 57). The point of wearing Tefillin is to fulfill the biblical command to keep God's word before you at all times, which comes from Deuteronomy 6:5-8.

 

Commentaries: (p. 69) these are explanations and theological discussions of scripture written by scholars and rabbis throughout history. The commentaries are printed and studied alongside the Hebrew Bible in order to understand what the text means.

 

Maimonides: (p. 69) Moses ben Maimon, also known by his acronym Rambam ([p. 224] from Rabbi Moses ben Maimon). Maimonides was a twelfth-century Jewish scholar. He was born in Spain but fled from persecution to Egypt and spent most of his life there. He wrote down the Jewish legal code, in a book called the Mishneh Torah. He was also widely regarded as a physician, he wrote many books about medicine and healing, and he served as the doctor for the Sultan of Egypt. Maimonides wrote the Mishneh Torah to try to help Jews to live a kosher, or fit, life, and to help them better understand the commandments of Jewish law. Maimonides is one of the most influential philosophers and scholars of all time.

 

The Mishna: Around the year 200 C.E. (or 200 A.D.) a Rabbi named Rabbi Judah the Prince wrote down the Oral Law, which is a legal commentary on the Torah explaining how people are supposed to actually carry out its many laws. The Oral Law had been passed down from scholar to scholar and taught to the people, but after a time of persecution in Palestine, Rabbi Judah the Prince decided it was best to write down this Oral Law. It consists of 63 tracts and is called the Mishna. The Mishna is organized topically, unlike the Torah. If you wanted to research all of the ways to, as one of the Ten Commandments states, "remember the Sabbath and keep it holy," then you would have to search throughout all of the Talmud--and you would only find scattered mention of the Sabbath. If you looked in the Mishna, you would look in the section called "Shabbat," and its twenty-four chapters would explain how to keep the Sabbath holy, according to the accumulated wisdom of the ancient rabbis.

 

Theodor Herzl: (p. 94) Theodor Herzl was born in 1860 and he dedicated his adult life to trying to create a place where all Jews from around the world could come to live in a totally Jewish state as one people. This is known as Zionism, and it was Herzl who made Zionism into an international movement by founding the First Zionist Congress in 1897 (in Basel, Switzerland), to bring the world's attention to his cause. Herzl is often called the founder of the modern Zionist movement.

 

Hayyim Nachman Bialik: (p. 94) a twentieth-century Hebrew poet whose writings urged Jews to fight back against their oppressors. He was a leading poet of the Zionist movement.

 

Chaim Weizmann: (p. 94) a Russian Jewish chemist, born in 1874, who was strongly influenced by Theodor Herzl's life and ideas. He was a professor at the University of Manchester in England, and after World War I, was a leader in the negotiations that led to the Balfour Declaration of 1917 that committed England to supporting a Jewish homeland in Palestine. After World War II, he influenced U.S. President Harry Truman's support for the creation of Israel in 1948. Weizmann served as Israel's first president. He died in 1952. Like Theodore Herzl, Chaim Weizmann is a hero to many Jews.

 

Shofar: (p. 100) a musical instrument, made from a ram's horn and blown on certain Jewish holy days to bring people to repentance.

 

Shul: (p. 111) the name that Hasidic Jews use for synagogue

 

Ark: (p. 116) The Ark (the Aron Hakodesh) is the chest in which the sacred Torah schools are kept in the synagogue. It is always elevated above the floor, and usually placed against the East wall of the synagogue. In many synagogues the Eternal Light (p. 116) is suspended above the Ark. The Ark in every synagogue is a symbolic reminder of the Ark that God commanded Moses to make to house the Ten Commandments.

 

Kaddish: (p. 122) an Aramaic prayer in which God's name is sanctified, or blessed, which is said at every prayer service. There is a mourner's Kaddish which is a highly ritualized prayer recited every day at the morning, afternoon, and evening services for eleven months after the death of one's parent.

 

Ashkenazic Jews (Ashkenazim) and Sephardic Jews (Sephardim): (p. 130) Jews used to be divided into two communities: Ashkenazic and Sephardic Jews. The Sephardim were usually from Spain (Sefarad means "Spain" in Hebrew) or from the Arab world. The Ashkenazim came from Europe (Ashkenaz is Hebrew for "Germany"). Jews living in the Arab world are called Sephardic because their forms of worship more closely resemble Sephardic custom.

 

Havdalah: (p. 140) the ceremony that concludes the Shabbat. Havdala signifies that the working week has resumed. Havdalah literally means "separation," the separation between the Sabbath, or the time set aside for God, and the rest of the week. The Havdala includes a candle lighting, just as the beginning of Shabbat does, and it is similarly traditionally lit by a girl or a young woman.

 

Pirkei Avot: (p. 152) a section of the Mishna that contains moral advice and useful sayings, such as "Say little and do much;" and "Who is wise? The person who learns from everyone."

 

Goy: (p. 159) a Gentile, someone who is not Jewish.

 

Avodah Zara: (p. 166) idolatry, or the section in the Torah about idolatry.

 

Irgun: (p. 213) Vladimir Jabotinsky (1880-1940) was a Russian Jewish poet-turned-Zionist who remains one of the most controversial leaders of the movement because his dedication to the cause of a Jewish state was so strong that it inspired his followers, the Irgun, to use violence to bring it about. The Irgun, a militant Zionist organization, was started to fight back in an organized way against Arabs who did not want a Jewish state created from Palestine. They began fighting, especially after 1944, British army officers who were busy persecuting Irgun members. By the middle of World War II, the British had reversed their support for a Jewish state. Palestine was a British protectorate then, and Zionists knew that if Great Britain stood against the idea, Israel might never be created. The Irgun is still remembered today for their 1946 terrorist bombing of a hotel in Jerusalem that killed ninety British soldiers (the Irgun did not sanction terrorism against civilians).

 

Neturei Karta: (p. 213) also called The Guardians of the City [of Jerusalem]. This is a group of people who oppose Zionism. They oppose the creation of a Jewish state for several reasons, but the largest sub-group of the Neturei Karta is made of up Orthdox Jews, like the Hasidim, who believe that God will restore Israel to the Jews in God's own time. Anyone who tries to change God's timing, like the Zionists, would be defying God's will. Most of the opposition to Zionism disappeared after the Holocaust, as Jews saw that it would be best to have their own homeland. Today the Neturei Karta consist mostly of a few hundred families who live in Jerusalem.

 

Ahad Ha'am: (p. 215) an early Zionist thinker

 

Smicha: (p. 262) or Semikha, the word in Hebrew means to "lean on." Before the first century, the way that men were ordained as rabbis would include the ordaining rabbi laying his hands on the head of the man to become a rabbi, thus literally leaning on him. While this is no longer done as part of the ceremony, Smicha still means rabbinic ordination. Today not all men or women who study for the rabbinate become Rabbis at a synagogue. Many go into education or other fields. Ordination today is usually granted by rabbinical seminaries. Today, Reform, Reconstructionist, and Conservative Jews ordain women; only Orthodox Jews, like Hasids, do not.