Start a class discussion about how the different sets of rules affected the game and how they felt about the game, how this game may simulate real life, and how this connects to The Great Gatsby. Once the game is over, have students reveal the different sets of rules. If playing each day, have students keep a log of how they are doing each day and how they feel about the game. The students in the game should not share the set of rules they are using for the game at the beginning. To simulate the issues of social class that permeate The Great Gatsby, some students will be provided with more advantage in the game while others will have less advantage. The banker will keep track of the game rules (linked below) and be in charge of ensuring that the game is played correctly for each player. Based on students randomly choosing numbers between 1 and 4, each student will have a different set of rules for the game. This activity can either be done as an introduction to the unit or as a bell ringer each day.ĭivide students into groups to play the game of Monopoly.
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Download and photocopy the PDF worksheet, Shhh … Secret Society.Download and photocopy the PDF worksheet, Teacher Time!.He was able to go to boarding school in the East (through the benefit of his mother's inheritance) and then to Princeton, where, he later said, he always felt like "the poor boy." Important for this lesson is the Fitzgeralds' interesting relationship with money, which you can find by clicking on " A Brief Life of Fitzgerald." Scott's father had significant ups and downs in business, including failing miserably in furniture manufacturing in 1898 and then being released by Proctor and Gamble ten years later, an event that led the Fitzgeralds to move from Buffalo to St. Its many resources include biographies (a good place to start), texts, and critical essays. Pay particular attention to Nick's comment that Daisy "looked at with an absolute smirk on her lovely face as if she had asserted her membership in a rather distinguished secret society to which she and Tom belonged" (p.Reread the first two chapters of the novel, focusing on and highlighting Nick's comments on money, the differences between the East and the Midwest and between East Egg and West Egg, Nick's unease at Tom and Daisy's home, Tom's racist proclamations, and descriptions of Tom, Daisy, and Jordan.Through a close study of the text of The Great Gatsby, an examination of Fitzgerald's letters and other statements, and a consideration of class, wealth, and status during the turbulent 1920s, students will explore the nature of the "secret society" implied in Daisy's knowing smirk.
Nick, a transplanted midwesterner uneasy in the East, is anxious to belong yet sensitive to the subtle snub his mixed emotions are suggested here in the juxtaposition of "lovely" and "smirk" in his description of Daisy. During his evening at the Buchanans', Nick Carraway says Daisy "looked at with an absolute smirk on her lovely face as if she had asserted her membership in a rather distinguished secret society to which she and Tom belonged" (p. In Fitzgerald's novel, "class struggle" in America is portrayed as an intensely personal affair, as much a tension within the mind of a single character as a conflict between characters. Students' own experience of the struggle to belong can provide a starting point for an exploration of how concerns about wealth, race, geographical origins, and other factors affect the perception of social status in F. To assert their status in a crowd, students must learn the unwritten and unspoken codes of behavior. Who's out? Who's in? What's cool? What's not? Behind many of the questions is a burning desire to belong. The high school social scene is rife with drama. However, I have never been able to forgive the rich for being rich, and it has colored my entire life and works." "That was always my experience-a poor boy in a rich town a poor boy in a rich boy's school a poor boy in a rich man's club at Princeton.
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