TEACHER’S GUIDE
BY LAURA REIS MAYER
THE SCARLET LETTER
BY NATHANIEL HAWTHORNE
A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF
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TABLE OF CONTENTS
For additional information and resources for teachers,
visit www.penguin.com/educational
www.randomhouse.com/highschool
or email [email protected]
In Canada, please visit
penguinrandomhouse.ca/content/academic-services
INTRODUCTION ........................................................................................................................3
LIST OF CHARACTERS .............................................................................................................3
BUILDING BACKGROUND KNOWLEDGE .........................................................................4
INTRODUCING THEMES .........................................................................................................6
DURING READING ACTIVITIES ...........................................................................................7
ANALYZING THE NOVEL ........................................................................................................9
AFTER READING ..................................................................................................................... 19
ABOUT THE AUTHOR OF THIS GUIDE ...........................................................................23
ABOUT THE EDITORS OF THIS GUIDE ........................................................................... 23
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INTRODUCTION
A beautiful young woman, branded as a sinner, taunted by her neighbors, admonished by their
leaders, stands on a platform. is is the reader’s first introduction to Hester Prynne, perhaps
the most famous female protagonist in American literature. Since its publication in 1850,
Nathaniel Hawthorne’s e Scarlet Letter has served not only as a literary masterpiece, but also
as a complex examination of Puritan culture. Hawthorne’s novel was written to serve as a
“moral blossom,” illuminating and thereby relieving the sins of his Puritan forefathers. And
yet, more than 175 years later, how much has changed?
e 21st century court of public opinion can be just as harsh, demanding, and unforgiving. Its
platform is social media, its leaders are network news outlets, and its neighbors are too often
Internet trolls. Sin is condemned and contrition demanded; it must be public and immediate
to be sincere. Young women are shamed for their sexuality or simply their wardrobes. Like the
title of a recent New York Times article asserts, we are “still Puritan after all these years” (http://
www.nytimes.com/2012/08/05/opinion/sunday/are-americans-still-puritan.html?_r=0).
Today’s students will engage in e Scarlet Letter’s timely themes and participate in rigorous
analysis of complex text. is guide is designed to assist teachers in planning a unit that is
accessible and appealing to students of various reading levels. e guide divides the novel into
two sections as Hawthorne’s scaffold scenes (Chapters 2, 12, and 23) provide a natural division
for the novel’s action. A “text set” and list of accompanying activities is provided for each sec-
tion enabling students to access the complexities of Hawthorne’s work. Discussion questions
and key quotations are provided to elicit student reflection and response. Activities integrate
college and career-ready skills such as evaluating claims, citing textual evidence, summarizing
ideas, comparing different media, engaging in discussion, and analyzing rhetoric, purpose and
point of view. ese skills promote critical analysis of Hawthorne’s novel while facilitating the
active engagement characteristic of today’s classrooms.
LIST OF CHARACTERS
MAIN CHARACTERS
Hester Prynne Single mother in Puritan Boston
Arthur Dimmesdale Young Puritan minister
Roger Chillingworth Hester’s husband, presumed dead
Pearl Hester’s child
MINOR CHARACTERS
Governor Bellingham Current governor of Massachusetts Bay Colony
Governor Winthrop Past governor
John Wilson Elder clergyman of Boston
Mistress Hibbins Bellingham’s sister and a self-proclaimed witch
Master Brackett Prison jailer
Indian Attendant Chillingworth’s traveling companion
Bond-Servant Governor Bellingham’s slave
Captain Shipmaster of the Spanish Main
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BUILDING BACKGROUND KNOWLEDGE
e following activities can be used to build or connect to background knowledge in history,
literature, and culture.
TEXT SET:
• A City Upon a Hill. http://tinyurl.com/hbeowpo. (Video).
• “eClinton’sScarletLetters.”http://tinyurl.com/hyx35j6. (Political Cartoon).
• The Dark Romantics in American Literature. https://www.youtube.com/watch?v=
OVpWmB630qc. (Video).
• “EasyA.”http://tinyurl.com/h63hk5f. (Movie Poster).
• e Oxbow. https://cdn.kastatic.org/ka-perseus-images/8264f283c65ea9b1dc25a846
758436e18fcf9698.jpg. (Painting).
• “PeopleandIdeas:ePuritans.”http://www.pbs.org/godinamerica/people/puritans.html.
(Website).
• JohnWinthrop,“CityUponaHill.”https://www.mtholyoke.edu/acad/intrel/winthrop.htm.
(Sermon).
• “WeWillOvercomeEvilwithGood.”http://time.com/4398685/dallas-shooting-gov-
greg-abbott-open-letter/. (Letter).
• “YoungGoodmanBrown.”(Shortstory).
1. Poll the class to see if any students are familiar with the meaning of the letter “A” in e
Scarlet Letter. Chances are several will know. Explain that the symbol is one of the most
memorable in American literature and is in fact often alluded to in today’s society. Project
one or more contemporary images or political cartoons that allude to the scarlet letter and
askstudentstoanalyze.OneimagestudentsmightdiscussisapoliticalcartoonofBilland
Hillary Clinton that depicts both politicians wearing scarlet letter As. Another image stu-
dents may be familiar with is a poster from the Emma Stone movie Easy A. Several good
templates for image analysis can be found at http://www.archives.gov/education/lessons/
worksheets/index.html.Afterstudentscompletetheanalysis,discusswiththeclass:
• Whyisthescarletletterapopularcontemporaryimage?
• Whattone,purpose,andmessageareintendedfortheviewer?
2. In “e Custom House,” the author’s introduction to the novel, Hawthorne describes the
scarlet letter in great detail with gothic overtones (pp. 31-32). To encourage close reading
and comprehension of this complex text and to introduce students to the letter’s associa-
tions today, ask students to recreate the letter to the author’s specifications. Students might
choose to draw, sew, or create the letter on their computers. Afterwards, invite volunteers
to wear their letter for a day, noting reactions from classmates and other teachers. Debrief
theexperienceasaclass:
• Whatdidyouhearfromonlookers?
• Howdidyoufeelwhenpeoplehadareactionandwhy?
• Whydoyouthinksomanypeopleknowaboutthisnovel?
• Whatquestionsandthoughtsdoyouhavebeforebeginningtoreadthenovel?
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3. Show the class the PBS video A City Upon a Hill. is five minute video introduces several
of the novel’s key themes and historical references. Ask students to jot down what they
thinkmaybeimportantreferencesastheywatch.Oneideaistowatchtheshortvideo
twice, once for comprehension and once for noting references. Afterwards, create a class
brainstorming list. References should include utopian societies, Massachusetts Bay Colony,
JohnWinthrop,witchcraft,religiousliberty,AnneHutchinson,andtheroleofwomenin
the Puritan faith. Explain to students that this is the setting of Hawthorne’s e Scarlet
Letter and that students should note references to these ideas as they read.
Toextendthisactivity,askstudentstoreadanexcerptfromJohnWinthrop’ssermon,“A
CityUponaHill.”Becausethisisaprimarydocumentwitharchaiclanguage,consider
pre-teachingdicultvocabularyorallowingstudentstoreadinpairs.Discuss:
• WhatdoesWinthropidentifyasthepurposeofthePuritan’sutopiansociety?
• WhydoesWinthropchoosethephrase“acityuponahill”?
• WhatisthePuritancodeofconductasoutlinedfromthistext?
• DocodesofconducthaveaplaceincontemporaryAmericansociety?
4. To provide further background on Puritan beliefs and values, create a circle map organizer
on the whiteboard or Smartboard. In the middle, title the circle map “Puritan Beliefs.”
en,askstudentstoreadthePBSwebsite,“PeopleandIdeas:ePuritans,”marking
specific lines about Puritan beliefs or values. After reading, ask students to share their
findings and record them in colored marker inside the circle. Answers might include
“original sin,” “faith as key to salvation,” and “community covenant.” Challenge students
to look for evidence of these values in the characters and plot of Hawthorne’s novel. To
provide comparative analysis of a primary and an academic text, students might add the
additionalPuritanvaluesillustratedintheWinthrop“CityUponaHill”sermontothe
circle in a different color.
5. Introduce students to the Romantic period of American literature, specifically the subgenre
of Romanticism known as “Dark Romanticism” (sometimes called “Gothic Romance”).
Explain that Edgar Allan Poe, Herman Melville, and Nathaniel Hawthorne are all famous
writers from this period. e Dark Romantics frequently used symbolism, explored the
psychological effects of guilt and sin, and depicted nature as shadowy and suspicious. ese
writers portrayed the deterioration of the mind into madness and often death. For a further
review of the elements of Romanticism, students can watch the instructional video, e
Dark Romantics in American Literature. Explain to students that this is the approach taken
by Hawthorne in e Scarlet Letter and that an understanding of style is important to
comprehending the author’s purpose.
Read together the author’s depiction of Romanticism in “e Custom House,” beginning
on the last paragraph of page 35. In this section, the author describes moonlight as “a
medium the most suitable for a romance writer” due to its ability to make objects and
persons “so minutely visible, yet so unlike a morning or noontide visibility.” Ask students
toturnandtalktoapartneraboutthefollowing:
• Howcanlteredlighttransformtheordinary?
• Why does Hawthorne say that details are “spiritualized”by the light,” losing their
actual substance and becoming “things of intellect?”
• WhatdoesHawthornesuggestabouthispurposeasawriter?
•
HowmightthereaderapproachHawthorne’snovel?
As a writing extension to demonstrate the impact of Romantic style, ask students to read a
paragraph excerpt from Hawthorne’s short story, “Young Goodman Brown,” identifying as
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a class the elements that make it “Romantic” or “gothic.” As a class, use the whiteboard to
“re-write” the paragraph, taking out all symbolism, imagery, and gothic overtones. Read
the new paragraph aloud. Discuss with students: How did removing the elements of
romantic style change the story?
6. In “e Custom House,” Hawthorne introduces readers to his distinct point of view. To
introduce students to his narrative voice and uncover his reasons for adopting this style,
read the first two paragraphs of “e Custom House” (pp. 5-6) with students. Ask the
class:Whoisthespeakerhere?Whoishisaudience?StudentsmightnoticethatHawthorne
speaks directly to the reader, which is not common in canonical literature they typically
see.Ask:Whatstyleorformatdoestheauthorclaimrightfromhisrstsentence?Students
should be able to identify that Hawthorne presents this section as autobiography, citing the
referenceto his “autobiographical impulse”(p. 5). Nextask students: How does Haw-
thorne wish to be seen by his reader? Students should be able to cite paragraph two of “e
Custom House,” where Hawthorne states, “is, in fact—a desire to put myself in my true
position as editor, or very little more, of the most prolix among the tales that make up my
volume—this, and no other, is my true reason for assuming a personal relation with the
public”(p.6).Discusswithstudents:HowdoesHawthorne’sdesiretobenotonlyauthor
but also editor of his narrative impact the novel’s themes, tone, and meaning? Explain that
throughout the novel, students will see the narrative interspersed with direct comments to
the reader, and they should continue to analyze the impact of such choices.
INTRODUCING THEMES
1. e meaning of sin and the nature of evil are central to e Scarlet Letter. To generate
thinkingaboutthesecomplexideas,askstudentstoreadandrespondto“WeWillOver-
come Evil with Good,” a recent open letter written by Texas Governor Greg Abbott after
theJuly2016DallasPoliceshooting.Afterreading,askstudentstosharetheirthinkingvia
padlet.com, an online bulletin board where students can write, post, and view each other’s
shortresponses.Promptsmightinclude:
• Howisthegovernordeningevil?
• Whatclaimsishemaking?
• Doyouagreewith,disagreewith,orqualifytheauthor’spointofview?
• Whatistheintentandtheimpactofagovernortalkingtohisconstituentsaboutevil,
justice, and God?
Tell students that similar themes, including sin, justice, and the merging of church and state,
will be uncovered in the novel and to keep these ideas in mind while reading.
2. Explore the novel’s motif of nature versus civilization through another Romantic Era text,
omas Cole’s 1836 oil painting, e Oxbow. epaintingisdividedintotwoclearsections:
a dark and stormy wilderness and a sunny depiction of calm civilization. Project the painting
on the whiteboard. In order to see all details prior to analysis of the painting as a whole, ask
students to create a simplified sketch of the painting in their own notebooks. en ask them
to jot down what they see on paper first, then what they think it represents. Students might
use the image analysis template found at the Library of Congress: http://www.loc.gov/
teachers/usingprimarysources/resources/Analyzing_Photographs_and_Prints.pdf.
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Ask students to share their analysis with a small group before discussing as a class. Discus-
siontopicsmightinclude:
• Whydoesthepaintercreatethediagonallinefromlowerrighttoupperleft?
• Whatwordsmightweusetodescribethenaturesceneontheleft?
• Howdoesthevillagesceneontherightcomparetothenaturescene?
• Whatmightbetheartist’smessageaboutnatureversuscivilization?
Explain to students that the Puritans of Hawthorne’s novel saw the forest as dark and evil,
a fearful place untouched by God or man. Civilization, on the other hand, was a haven of
safety, a place where shared values could be celebrated. Ask students to look for this con-
trast between nature and civilization as they read e Scarlet Letter.
3. Encourage preliminary thinking about the novel’s broader themes with graffiti posters. Post
several large sheets of paper around the classroom, leaving space in between for students to
gather and walk. At the top of each poster, provide a title indicating a broad theme, such as
“appearance versus reality,” “the individual versus community,” “public versus private
guilt.” So students are able to discover main ideas for themselves as they progress through
the novel, avoid posting too specific or numerous themes. Provide students with colored
markers and ask them to move from poster to poster, jotting down their contemporary
connections to the themes. Encourage students to respond to one another’s posts as well as
to the initial theme. Students can refer to or add to the posters as they read the novel.
DURING READING ACTIVITIES
TRACKING THE NARRATIVE
1. College and career ready standards ask students, rather than teachers, to determine the
themes and central ideas in a text and analyze their development. With this in mind, ask
students to keep a “emes Tracker” for themes and motifs they will uncover in e Scarlet
Letter. As students read and begin noticing a pattern developing, direct them to create a
new entry in their tracker. Possible themes for Hawthorne’s novel might include public
versus private shame, the nature of evil, and the role of women in Puritan society. Recur-
ring motifs can be tracked the same way. Students can track examples of light and dark
imagery, civilization versus the forest, and the evolving significance of the scarlet letter.
Students can track these ideas digitally or by hand. Students might share their themes and
motifs with each other and add new entries from their discussion. If students need help
getting started, choose one theme and model how to track its development from chapter
to chapter, as in the example below. Alternatively, ask students to use different color high-
lighters to identify themes as they read. Margin notes can be used to analyze how themes
or motifs are developed throughout the text.
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2. In e Scarlet Letter, each of the main characters changes drastically throughout the novel
(except Pearl, whose transformation occurs at the end). e changes are not only in dispo-
sition but in physical appearance as well. Flow charts can help students visualize how
characterization develops, impacts the novel’s overall structure and meaning, and contrib-
utes to Hawthorne’s aesthetic appeal. Ask students to create a box and arrow flow-chart for
one or more main characters, including Hester, Dimmesdale, Chillingworth, or Pearl. e
first box is created when the character is introduced, and new boxes are added whenever
physical, spiritual, or mental change is evident in the text. Because Hawthorne’s character-
ization is both direct and indirect, text evidence can come from dialogue, narration, or
plot. Students can create free digital flowcharts using www.lucidchart.com. Students can
share their maps online or on the whiteboard, discussing their thinking with classmates
who mapped a different character.
3. Invite students to “backchannel” their ideas and wonderings while reading e Scarlet
Letter. e backchannel facilitates total-class participation and provides quiet students with
a platform to establish voice. As they read each of the novel’s chapters, ask students to
generate questions about the text. Questions might ask for background information, clari-
fication, or interpretation. ey could also be about diction, imagery, structure, or point of
view. Questions can be submitted on sticky notes to a “Parking Lot” poster or via social
media platforms such as Twitter, GotoMeeting.com, or Backchannel Chat. Teachers might
choose to address the questions during a“hotseat” break or allow peers to answer them
duringclass.Online,theteachercanalsousethebackchanneltoposequestions,assign
quick-writes, and post digital media that deepens understanding of the text at hand. For
information about back channeling, see the following article: http://www.nytimes.
com/2011/05/13/education/13social.html?pagewanted=all&_r=0.
4. To model the use of textual evidence as support for what the text says explicitly as well as
what is implied, ask students to create a double column chart. Charts can be created by
Women in
Puritan Society
“What do we talk of marks and brands…
cried another female, the ugliest as well as
the most pitiless of these self-constituted
judges. ‘This woman has brought shame upon
us all, and ought to die.’” (p. 49)
Early in the novel, Hawthorne directly
characterizes women in the crowd as ugly,
judgmental, and unforgiving. He does not
characterize male characters in the same way.
Why?
Theme/Motif Text Citation Analysis
“Indeed, the same dark question often rose
into her mind with reference to the whole
race of womanhood. Was existence worth
accepting, even to the happiest among
them?”(p. 156)
Midway through the novel, the author
returns to the role of women, specically
naming their plight as central to Hester’s
thoughts and therefore perhaps, to his own.
He is saying that Puritan women were fated
to a dark existence due to their religious and
cultural beliefs and laws.
“The stigma gone, Hester heaved a long,
deep sigh, in which the burden of shame and
anguish departed from her spirit.… Her sex,
her youth, and the whole richness of her
beauty, came back…” (p. 193)
Once again Hawthorne makes a connection
between the plight of women and their
physical beauty. This is a tool he uses with
other characters whose outer appearance
signies something deeper. Hester’s beauty,
in fact the essence of her womanhood, has
been repressed by the stigma of her sin.
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hand or digitally, such as by using Google Docs. Ask students to label the two columns
“What Hawthorne Says” and “What Hawthorne Means.” Explain that this is a method for
keeping track of significant quotations and excerpts as students read and for making infer-
ences about them. In addition to selecting excerpts that seem important, students might
also choose quotes because they are well written, interesting, incendiary, or confusing. e
“What Hawthorne Means” column is for students to record their thinking. ey can sum-
marize in their own words or paraphrase Hawthorne’s intent.
5. Providing an objective summary of the text is key to comprehension and analysis. Challenge
students to write a “six-word story” for each chapter of e Scarlet Letter. Students can
record these in their interactive notebooks, share them via the whiteboard, or post them on
a class Twitter chat by using a shared hashtag. A six-word story for chapter 10 might read
“Devil doctor won’t leave minister alone.” Samples of six-word stories from literary giants
and everyday folks may be found at https://www.reddit.com/r/sixwordstories/.Caution:
teachers will want to choose appropriate examples prior to class.
6. e Scarlet Letter’s diction will challenge some students. Prior to reading each chapter or
section, consider words that may need attention. When selecting “high-value” words from
thenovel,considerthefollowing:
• Arestudentslikelytoseethewordinothertextsanddisciplines?
• Doesthewordrelatetootherwordsthestudentknowsorhasbeenlearning?
• Willthewordbeusefulinstudentwriting?
• Doesthewordhavesignicanceinthetext?
• Doesthecontextfailtoprovideenoughinformationforinferringmeaning?
Depending on the answers to these questions, decide whether to tell students the meaning,
whether the word is worthy of more instruction, or whether the word does not need to be
addressed. A helpful tool for selecting words to teach is “e Academic Word Finder,”
found at http://achievethecore.org/page/1027/academic-word-nder. For example, the
Word Finder identified the following words from the first paragraph of e Scarlet Letter,
Chapter5ashigh-value:forth, morbid, threshold, occur, vital, sufficed, condemned, and stem.
A rubric that helps teachers select and analyze high value words from complex text is at
https://drive.google.com/file/d/0B-Jm2dtB1gxPc3ByQ0w5dVZLSW8/view?usp
=sharing.
ANALYZING THE NOVEL
PART 1: CHAPTERS 1-12: PUNISHMENT AND PENITENCE
SYNOPSIS
e novel opens with a description of the old Boston prison, a gloomy edifice overgrown with
weeds and relieved only by the appearance of one rosebush, a sign of hope in what Hawthorne
otherwise terms “a tale of human frailty and sorrow” (p. 46). e reader is introduced to the
heroine as she, Hester Prynne, is led from the prison to a scaffold where she is to stand for three
hours with her newborn daughter in her arms. Elaborately embroidered upon the mother’s
chest is a scarlet letter “A.” Hester’s husband has yet to arrive from England after two years
away,andshehasborneanotherman’schildinthemeantime.oughelderclergymanJohn
Wilson and young Minister Arthur Dimmesdale encourage her to name the father, Hester
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refuses and is sentenced to wear the scarlet letter for the rest of her life. In an ironic turn of
events, her husband arrives in town the same day, accompanied by one of the Indians who have
been holding him hostage. Now a skilled healer named Roger Chillingworth, Hester’s husband
visits the prison to attend to mother’s and baby’s health. Both husband and wife admit they
have wronged the other. However, when Hester refuses to reveal the baby’s father, Chilling-
worth vows to ruin the man’s soul. Freed from prison, Hester and her daughter settle into a
small cottage where she makes a modest living with her needlework. Giving any extra income
or food to the poor, Hester’s only extravagance is the clothing she creates for baby Pearl. To the
townsfolk, Hester serves as a living symbol of sin. Her scarlet letter has taken on a supernatural
quality, both in appearance and in its ability to give Hester knowledge of the hidden sin in
others’ hearts. Like the scarlet letter, Hester’s daughter seems otherworldly. Pearl is capricious
in nature, causing her mother to wonder if the baby is an airy sprite rather than a human child.
Mother and child are ostracized from society, and Pearl becomes fixated on the scarlet letter.
When civic and church leaders plan to remove Pearl from her mother’s care, Hester travels to
Governor Bellingham’s house to present an eloquent argument. She asks Reverend Dimmes-
dale to speak on her behalf. He supports Hester’s argument that Pearl, whose appearance and
dress remind the beholder of the scarlet letter, is both God’s blessing and retribution to her
mother. Meanwhile, Roger Chillingworth has moved in with Arthur Dimmesdale in order to
treat the young minister’s declining health. Both men’s physical appearance has changed. e
minister is emaciated and often is seen with his hand over his heart. Chillingworth now sports
a dark and evil expression, and his eyes often glow. He urges Dimmesdale to cure his bodily
illness by admitting the spiritual disease that appears to ail him. Pearl recognizes evil in Chill-
ingworth,callinghimthe“BlackMan.”OnenightwhenDimmesdaleisasleep,Chillingworth
uncovers the minister’s chest and becomes ecstatic at what appears there, now even more intent
on revenge. ough Dimmesdale admits to his parishioners he is far from perfect, he is revered
more than ever before. Wracked with remorse and unable to reveal his sin in public like Hester
withherscarletletter,theministerscourgeshimselfinsecret.OnthenightofelderlyGovernor
Winthrop’s death, Dimmesdale feels compelled to mount the scaffold where Hester stood with
her baby. Hester and Pearl pass by, and the minister asks them to join him. When Pearl asks
Dimmesdale to join them here in the light of day, the minister promises to one future day. At
this same moment, a meteor is seen in the sky, lit in red and forming the letter “A.” Dimmes-
dale learns the next day that many have seen the fiery letter and believe it stands for “angel” in
memory of the old governor.
TEXT SET:
• “BloodySuckers:Leecherapy.”http://www.pbs.org/wnet/nature/bloody-suckers-leech
-therapy/11360/. (Transcript).
• “eProblemwithSlut-ShaminginSchools.”http://www.latimes.com/local/education/
lausd/la-me-edu-slut-shaming-20160218-story.html. (Newspaper article).
• e Scarlet Letter. PBS:1979.http://www.imdb.com/title/tt0078683/. (Film).
1. Chapter 1 of e Scarlet Letter provides students with an excellent opportunity to unpack
the structure and meaning of a complex text. e close-reading process focuses on excerpts,
or “chunks” of text, promoting interpretation that is deep rather than wide and fostering
critical thinking skills through writing and speaking. Ask students to conduct a close read-
ing of Chapter 1 (the chapter is less than two pages). After each reading, the following
questions can be discussed with a partner or group and answered in writing.
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• Aftertherstreading,askstudents:Whatishappeninginthetext?Studentsshouldbe
able to say that the chapter describes the prison and its surroundings.
• esecondreadinggoesdeeper.Askstudents:Whatisthistextbeginningtobeabout?
What central ideas are beginning to emerge? What seems to be the author’s purpose?
Students might say that the Puritan society appears oppressive or that the rosebush is a
symbol of hope.
• ethirdreadingasks studentsto focuson thelanguage inthe text.Ask students:
Which words and phrases contribute to the text’s meaning and tone? Students may cite
words such as “dark,” “gloomy,” “overgrown,” and “unsightly” and might discuss the
author’s sympathy for the prisoner or the contrast between hope and despair.
For all three questions, students must cite evidence from the text. For more information on
close reading, view the following Douglas Fisher video: https://www.youtube.com/
watch?v=5w9v6-zUg3Y
2. Students can draw a parallel between Hester’s public shaming and its 21st century equiva-
lent. A 2016 article in the Los Angeles Times defines the term “slut shaming” as “the practice
of punishing or making character judgments about people, usually girls and women, based
on their sexual activity or on assumptions about their sexual activity.” e article explains
that “those assumptions can be based on what they wear, what they look like or rumors
about them.” e article also touches on school dress codes and how they can be biased
against females. Distribute a copy of this article, “e Problem with Slut-Shaming in
Schools,” to the class. Direct students to highlight text illustrating the author’s claims, as
well as evidence she provides to support her claims. After reading, discuss the class’s
responses to the article as well as its connection to Chapter 2 of e Scarlet Letter. Ques-
tionstoaskmightinclude:
• WhydoesHawthorneportraythefemaletownspeopleasmoreunforgivingandjudg-
mental than the males?
• Aretoday’sfemalesjudgmentalofoneanotheraswell?Why?
• Areschooldresscodesnecessary?Whatevidencefromthearticlesupportsyourview?
3. InChapter9,Chillingworthislabeled“eLeech”andindeedisaleechinmorewaysthan
one. Because today’s students may be unaware of either meaning, hold a “Say Something”
pairedreadingofthePBStranscript“BloodSuckers:Leecherapy.”Studentstaketurns
reading paragraphs out loud, stopping to “say something” to their partner about the text.
e comment might be a summary, question, inference, or connection to e Scarlet Letter.
eprocessisrepeateduntilthereadingiscomplete.Afterwards,askpartnerstodiscuss:
• Howhaveleechesbeenusedthroughouttimetohealpatients?
• InwhatmultiplewayscanChillingworthbeconsidereda“leech”toDimmesdale?
• Whosebestinterestisthephysicianserving?
To extend this activity, hold a Four Corners poll, asking students to choose a corner of the
classroomdependingontheiropiniononthefollowingstatement:“Chillingworthhasthe
right to extract Dimmesdale’s deepest secrets.” Corners can be assigned for “strongly agree,”
“somewhat agree,” “somewhat disagree,” and “strongly disagree.” Students in each corner
can discuss and devise an argument to support their point of view, which they share with the
class. Students who are won over by another group’s argument can choose to switch corners.
4. Ask students to compare the scaffold scene from Chapter 12 in Hawthorne’s 1850 novel to
thesame
sceneinthe1979PBSlmversion.Dimmesdaleiscompelledtomountthescaf-
fold at night with Hester and Pearl, but he is unable to stand with them in the light of day as
Pearlasks.Rereadpages139-146withstudentsandthenwatchthelmversionofthesame
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scene. Ask students to compare and contrast the treatment of the text in the film using the
chart below. Afterwards, ask students to write a comparison/contrast thesis reflecting their
analysis.To promptwriting,studentsmaybeprovidedwithsentencestarterssuchasthese:
• Boththeoriginalandscreenversionofe Scarlet Letter ____________________;
however;the1850novel________________whereasthe1979screenplay________
_________________________________________.
• Whileboththeoriginalandscreentextsofe Scarlet Letter __________________,
the film takes advantage of ___________________________________ in order to
_________________________________________.
Text OtherSettingDialogue
1850
Novel
Characterization
1979
Screen
Version
5. Ask students to reflect collaboratively on Hawthorne’s multiple themes through a “fish-
bowl” discussion. Arrange the class in a circle. In the center of the circle, arrange a group
of four desks. In the middle of the desks, place a container full of questions that focus on
the current chapter and will elicit reflective thinking and engaged discussion. Set a timer
and provide 3-5 minutes for the group to select a question and hold a discussion. Remind
students to use textual evidence for support. e group can then repeat the process with a
new question or exchange seats with a new group. While the small groups discuss, students
in the outer circle observe, take notes, and might later pose questions and comments to
classmates in the middle. Before beginning the discussion, discuss the norms for fishbowl
discussions, such as participating fully, building upon previous comments, and asking
extension questions. As students discuss, the teacher stays outside the fishbowl, looking in
but only participating if norms need to be restated or if the discussion has come to a halt.
InashbowldiscussionofChapter9,forinstance,questionsmightinclude:
• WhydoesDimmesdalecontinuouslyholdhishandoverhisheart?Whatpainmight
he be suffering?
• Whathaschangedintheappearanceofbothmen?Why?
• Whoappearstobesueringthemost?
DISCUSSION AND ANALYSIS QUESTIONS FOR PART 1
ese questions can be used for independent quick-writes or group discussion.
1. How does the choice of a prison setting in Chapter 1 contribute to the text’s tone?
2. HowdoesHawthornecharacterizethePuritantownswomeninChapter2(pp.48-49)?
Contrast their appearance and demeanor with that of Hester (p. 51). Why might Haw-
thorne make this distinction?
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3. Why does the author use the word “methinks” when describing the scaffold (p. 53)? How
does this choice suggest his point of view?
4. Discuss the irony in Hawthorne’s comparison between Hester Prynne and Mother Mary
(pp. 53-54).
5. Why does the author choose to depict Chillingworth with a deformity?
6. Asking about the unnamed father of Hester’s baby, Chillingworth repeats three times the
phrase “he will be known!” (p. 60). Why does Hawthorne choose to have Chillingworth
repeat this phrase?
7. How does the placement of the scaffold impact the meaning and significance of the pun-
ishment scene (p. 61)?
8. Reread the description of Reverend Dimmesdale (p. 63). What do you learn about the
character of the young minister?
9. HowcanthedescriptionofthescarletletterattheendofChapter3beconsideredroman-
tic or gothic in nature?
10. Why does Chillingworth use words such as “decay,” “misshapen,” and “deformity” (pp.
70-71) to refer to himself in his discussion with Hester? What does this tell us about
Chillingworth? What does this characterization suggest about Hawthorne’s point of view?
What is the author saying about physical versus spiritual character?
11. What are the various reasons that compel Hester to stay in the New England colony and
face her punishment? Why doesn’t she run away to the forest or to England (pp. 75-76)?
12. Hester comes to have “a sympathetic knowledge of the hidden sin in other hearts” (p. 82).
What is Hawthorne saying about the nature of sin?
13. How does Pearl’s outward appearance reflect her inner nature (p. 85)?
14. In Chapter 6, how does Pearl’s isolation from society affect her character?
15.Onhervisittothegovernor’smansion,whydoesHesterouttPearlinacrimsonvelvet
tunic(p.95)?
16. Is Hester in reality the best person to care for Pearl? Why does Dimmesdale think she is?
17. Describe Chillingworth’s and Dimmesdale’s appearance in Chapter 8. How have they
changed and what does it suggest about their character?
18. Dimmesdale is often seen covering his heart with his hand (p. 113). What connection is the
author making between Dimmesdale and other characters? What is Hawthorne leaving unsaid?
19.WhyisPearlobsessedwiththescarletletter?
20. Explain the irony when Chillingworth advises Dimmesdale that “a bodily disease...may,
after all, be but a symptom of some ailment in the spiritual part” (p. 128).
21. What might Chillingworth have seen on Dimmesdale’s chest (p. 130)? What support can
be offered for this inference?
22. Describe the contrast between the townspeople’s view of Reverend Dimmesdale and his
own view of himself (pp. 133-135).
23. What is the significance of the scaffold scene in Chapter 12? Consider the time of day, the
characters on the platform, those below, and those not present.
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READER RESPONSE AND JOURNAL PROMPTS FOR PART 1
ese quotes can be used for journal entries or online discussion forums.
1. “us she will be a living sermon against sin, until the ignominious letter be engraved
upon her tombstone” (p. 60).
2. “…though he were to step down from a high place, and stand there beside thee on thy
pedestal of shame, yet better were it so, than to hide a guilty heart through life” (p. 64).
3. “Here … had been the scene of her guilt, and here should be the scene of her earthly
punishment; and so, perchance, the torture of her daily shame would at length purge her
soul and work out another purity than that which she had lost; more saintlike, because the
result of martyrdom” (p. 76).
4. “In giving her [Pearl] existence, a great law had been broken, and the result was a being
whose elements were perhaps beautiful and brilliant, but all in disorder; or with an order
peculiar to themselves…”(p. 86).
5. “is child of its father’s guilt and its mother’s shame hath come from the hand of God, to
work in many ways upon her heart…” (p. 108).
6. “…I, your pastor, whom you so reverence and trust, am utterly a pollution and a lie!” (p.
135).
PART 2: CHAPTERS 13-24: REVELATION AND REDEMPTION
SYNOPSIS
Pearl is now seven years old. Hester selflessly attends to the sick and the poor. While her scarlet
letter still gleams with a supernatural glow, it has become a beacon of hope for the afflicted and
now means “Able” to many townspeople. Hester’s appearance has paid the price for her isola-
tion, though Hawthorne hints that her beauty could return with the right provocation. “e
scarlet letter had not done its office,” says the author (p. 157). While outwardly Hester is sub-
missive, her inner thoughts challenge Puritanism and its inferior relegation of women. Feeling
stronger and more independent-minded, Hester confronts her former husband, asserting it is
time to tell Dimmesdale the truth. Chillingworth answers that all three of them are subject to
fate, and they should “let the black flower blossom as it may” (p. 165). Meanwhile, Pearl con-
tinues to question Hester about Dimmesdale, Chillingworth, and the meaning of the scarlet
letter. She fashions a letter “A” for herself out of grass and asks her mother if she’s ever met the
“Black Man.” Hester answers that she has met him once and the scarlet letter is his mark.
Seeking Dimmesdale in the forest, Hester reveals that she and Chillingworth were married and
begs his forgiveness. Removing the scarlet letter and her cap, Hester is transformed into the
beauty she once was. Likewise, the minister feels joy and relief from his pain. Hester and
Dimmesdale agree to leave Boston and sail with Pearl to Europe. Pearl, however, will not join
the couple until her mother re-pins the scarlet letter to her breast, the child insisting again that
the minister acknowledge them in the light of day.
Dimmesdale returns to town in an excited state, eager to write the election sermon that he will
deliverpriortoleavingforEngland.Onhisway,heiscompelledyetresiststhetemptationto
say inappropriate things to all he meets. When Chillingworth asks of his health, Dimmesdale
announces he will no longer need the physician’s care. e holiday in honor of the new gover-
nor arrives, and all attend the celebration in town. Reverend Dimmesdale’s election sermon is
the most inspirational speech his followers have ever heard. All is not well, however. Mistress
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Hibbins, an acknowledged witch, approaches Hester and insinuates that the minister has been
visiting the Black Man in the forest. e ship’s captain tells Hester that Chillingworth knows
about her plan to leave with Dimmesdale, and that the physician has purchased a ticket on the
same voyage. Dimmesdale breaks away from the procession and asks Hester and Pearl to join
him on the scaffold. Chillingworth follows them, lamenting that the scaffold is the one place
Dimmesdale can escape him. e minister proclaims himself “the one sinner of the world” and
triumphantly uncovers his bare chest. When he asks Pearl for a kiss, the child willingly com-
plies, and as Hawthorne says, “a spell was broken” (p. 242). After saying farewell to Hester, the
minister dies on the scaffold. Many claim to have seen a scarlet letter on Dimmesdale’s breast,
which prompts multiple conjectures, including that the make is a manifestation of Dimmes-
dale’s purposeful penance, his uncontrollable remorse, or even Chillingworth’s revenge. e
obsessed physician dies within the year, leaving a substantial fortune to Pearl. Both mother and
daughter move away, but after a time, Hester returns to a quiet life of servitude, where she is
seen sewing baby clothes for her grandchildren. After many years, Hester is buried alongside
Dimmesdale.Hawthorneleavesthereaderwiththismoral:“Betrue!Betrue!Betrue!”
TEXT SET:
• Aristotle.Poetics. http://classics.mit.edu/Aristotle/poetics.2.2.html (Essay).
• PuritanEraWoodcut.http://tinyurl.com/j649amd. (Image).
• Catching Fire Chapter 25. (Young Adult Novel Excerpt). http://www.bookspopular.
com/Suzanne_Collins/Catching_Fire/25.html.
• HenryDavidoreau.Walden. http://xroads.virginia.edu/~hyper/walden/hdt02.html
(Essay).
1. Hold a Paideia Seminar on Chapter 13, “Another View of Hester.” Prior to the seminar,
discuss with students what an ideal seminar looks and sounds like, including participation,
active listening, and respect of multiple viewpoints. Ask students to set a class goal, such as
“I will contribute to the discussion at least one time,” as well as a personal goal, such as, “I
will mention a classmate’s name and extend on or disagree with his or her thinking.” Stu-
dents should record their goals on paper or sticky-notes that are visible during the seminar.
During the discussion, take a facilitator’s role. Ask a low-risk opening question to encour-
agetotal-classparticipationinaroundrobinresponse,suchas:Whatisthesinglemost
important word or phrase in this chapter? is question might be provided the night
before. Its purpose is to identify main ideas in Hawthorne’s text. en move to a core
questionforthepurposeofanalyzingtextdetails,suchas:Inthe“Introduction”tothe
novel by Brenda Wineapple, Hester is called a “radical visionary” (p. ix). In what ways is
that true in this chapter? End the discussion with a closing question that promotes person-
alizationandapplication,suchas:Howmightthischapter’sideasandthemesapplytoa
current social issue? Ask students to evaluate their own and their classmates’ speaking,
thinking, and listening. Did they meet their class and personal goals? How did the Paideia
deepen their understanding of e Scarlet Letter? For examples of Socratic seminars in
secondary English classes, see https://www.paideia.org/teachers/seminar-lesson-plans/.
2.AclosereadingofHawthorne’sforestscenes(Chapters16-19)willfocusontheforestas
evil and the imagery of light and darkness. As students read these chapters, ask them to
highlight key words and phrases that contribute to setting and then write margin notes
that draw inferences about its impact on meaning and tone. Annotations could include
“gray expanse of cloud,” “flickering sunshine,” and “primeval forest” (p. 174). In the mar-
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gins, students might write “the continuing contrast between dark and light indicates a
forebodingatmosphereassociatedwith thewoods.”Or, studentsmight notehowPearl
seems at home in the forest and infer that she is either evil, natural, or both. Encourage
students to look for patterns of words or images that contribute to an analysis of setting,
imagery, and tone. ese findings can be shared on the whiteboard or on a class poster.
3. Ask students to analyze how two different texts from the Romantic period treat the theme
of nature. After reading Hawthorne’s forest scenes, project a well-known excerpt from
chapter two of oreau’s Walden on the whiteboard, beginning with “Every morning was
a cheerful invitation” and ending with “It is the chief end of man here to ‘glorify God and
enjoy him forever.’” Ask students to respond to the excerpt in their interactive journals or
notebooks.Providethemwiththefollowingprompts:
• Summarizeoreau’sviewofnatureversuscivilizationandcompareittothePuritan
view Hawthorne depicts in e Scarlet Letter.
• How might these conicting views of nature have aected Hawthorne’s choices in
writing e Scarlet Letter?
4. Delve into the character of Mistress Hibbins and the Puritan idea of the “Black Man” or
devil. Project on the whiteboard and ask students to reread the dialogue between Mistress
Hibbinsandothercharactersonpages210-211and229-230.Askstudentstoconsider:
How does Hawthorne bring to light the Puritan idea of Satan in the speeches of Mistress
Hibbins? en invite students to come forward and annotate the text with colored dry-
erase markers, sharing their thinking by circling or underlining significant words and
phrases and by writing margin notes. Ask students to take a moment and read their peers’
thinking. Invite them to come up again and use arrows and lines to connect annotations
and inferences that fit into patterns. Allow plenty of wait time to facilitate critical thinking.
Topicsthatmightariseorcanbeposedbytheteacherincludethefollowing:
• WhatroledoesMistressHibbinsserveforHawthorne?Whatroledoessheservefor
Hester, Dimmesdale, and Pearl?
• WhydothePuritansrefertothedevilasthe“BlackMan”?
• Whyishemostoftensetintheforest?
• WhatisthesignicanceofthesignedbookMistressHibbinsrepeatedlymentions?
Next, project the Puritan era woodcut of Satan at http://tinyurl.com/j649amd. e
image, like Hawthorne’s text, depicts Satan in the wilderness, approaching Puritan towns-
folkandaskingthemtosignhisbook.Askstudents:HowdoesthisPuritanartpieceecho
or depart from Hawthorne’s text? As an extension, ask students to analyze excerpts in the
novel (pp. 120-121, 126, 130) that depict Roger Chillingworth as a red-eyed, satanic
“Black Man” from the “lower regions.”
5. Provide a mini-lesson or review on the characteristics of an Aristotelian tragic hero. Ask
groups to jigsaw-read sections of Aristotle’s Poetics and summarize the main ideas. en
provide students with a graphic organizer and ask them to cite evidence in the novel sup-
porting Dimmesdale’s character as a tragic hero. Afterwards, invite students to share their
thinking.Discuss:HowmightDimmesdaledierfromthearchetypaltragichero?
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6. Towards the end of the novel, discuss the complete development of Pearl’s character by
comparing an idea from Hawthorne’s text with one from a contemporary young adult
novel. Prepare a handout with two quotes on the front side, leaving room for response
beloweach.Onthetop,recordtheexcerptfromChapter23,afterDimmesdalekissesand
acknowledgesPearlinpublic:“Aspellwasbroken.egreatsceneofgrief,inwhichthe
wild infant bore a part, had developed all her sympathies; and as her tears fell upon her
father’s cheek, they were the pledge that she would grow up amid human joy and sorrow,
norforeverdobattlewiththeworld,butbeawomaninit”(pp.242-243).Onthesecond
half of the page, post this quote from Suzanne Collins’s Catching Fire. At the end of chap-
ter25,KatnissponderswhatPeetahassaid:“Ascoalpressuredintopearlsbyourweighty
existence. Beauty that arose out of pain.” Ask students to write an individual analysis of
eachexcerpt.Nextaskthemtoturnoverthepageandrespondtothisquestion:Howdoes
Collins’s quotation about pain and beauty inform Hawthorne’s description of Pearl’s
transformation? After students have had an opportunity to write individually, discuss in
partnersorasaclass:HowdoesPearl’snameprovidebothaestheticandsymbolicinsight
into the purpose and meaning of the text?
DISCUSSION AND ANALYSIS QUESTIONS FOR PART 2
1. How has the meaning of the scarlet letter changed for the townspeople over the years?
2. Analyze the impact of Hawthorne’s foreshadowing when he tells the reader, “We shall see
whether Hester Prynne were ever afterwards so touched, and transfigured” (p. 154). Why
might he choose to relate the story in this way?
3. What seems to be the author’s point of view when he relates Hester’s questions about
womanhood(p.156)?CanHawthornebeconsideredafeminist?Inwhatways?Usetextual
evidence to support your view.
Tragic Hero Characteristics
Moment of Recognition/Catharsis
Reversal of Fortune
Identiable Character
Tragic Flaw (Hamartia)
Punishment that Exceeds Crime
Free Choice/Fate
Evidence from The Scarlet Letter
(Arthur Dimmesdale as Tragic Hero)
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4. In Chapter 15, the author interrupts his narrative to speak directly to the reader, offering a
warning and asking rhetorical questions such as “What did it betoken?” (p. 167). Discuss the
impact on tone, meaning, and/or style when Hawthorne shifts his narrative in such a way.
5. DescribetheroleofthesunandthebrookinChapters16-19.Howdoesthissymbolism
serve to support the author’s purpose?
6. Upontheirforestmeeting, Hesterasks, “And thou,Arthur Dimmesdale,dost thouyet
live?” (p. 180). Discuss the layers of meaning within her question.
7. Hawthorne says of Dimmesdale, “Here, seen only by her eyes, Arthur Dimmesdale, false
to God and man, might be, for one moment, true!” (p. 186). Keeping in mind how the
Puritans regard the woods, discuss the irony of the forest setting. What is the author saying
about the nature of sin once removed from human law?
8. e author states, “e truth seems to be…that the mother forest, and these wild things
whichitnourished,allrecognizedakindredwildnessinthehumanchild”(p.195).Why
does Hawthorne choose to characterize Pearl as wild throughout the novel?
9. Dimmesdaleobserves,“Ihaveastrangefancy…thatthisbrookistheboundarybetween
twoworlds...”(p.199).TowhattwoworldsdoesDimmesdalerefer?
10. Why does Pearl wash off Dimmesdale’s kiss in the brook (p. 203)?
11. Why does Hawthorne say of Dimmesdale, “at self was gone. Another man had returned
out of the forest; a wiser one…” (p. 212)?
12. Why does Hawthorne choose to describe Pearl specifically as “the gem on her mother’s
unquiet bosom” (p. 217)? What is the significance of his diction?
13. Analyze the setting of the final scaffold scene. Who stands on the platform now? Why?
What does this scene reveal about the changes in the characters?
14. What is the final image of the novel? What does it suggest?
READER RESPONSE AND JOURNAL PROMPTS FOR PART 2
1. “us, Hester Prynne, whose heart had lost its regular and healthy throb, wandered with-
out a clew in the dark labyrinth of mind; now turned aside by an insurmountable precipice;
now starting back from a deep chasm…e Scarlet Letter had not done its office” (pp.
156-57).
2. “Ye that have wronged me are not sinful, save in a type of typical illusion; neither am I
fiendlike, who have snatched a fiend’s office from his hands. It is our fate. Let the black
flower blossom as it may” (p. 165).
3. “Happy are you, Hester, that wear the scarlet letter openly upon your bosum! Mine burns
in secret!” (p. 183)
4. “We are not, Hester, the worst sinners in the world. ere is one worse than even the pol-
luted priest! at old man’s revenge has been blacker than my sin. He has violated, in cold
blood, the sanctity of a human heart” (p. 185).
5. “No man for any considerable period can wear one face to himself and another to the
multitude, without finally getting bewildered as to which may be the true” (pp. 205-206).
6. “Hadst thou sought the whole world over…there was no one place so secret—no high place
nor lowly place where thou could have escaped me—save on this very scaffold!” (p. 240).
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AFTER READING
DEEPENING ANALYSIS: GROUP AND INDEPENDENT ACTIVITIES
TEXT SET:
• John Green. “A Double Standard.” http://shingboatproceeds.tumblr.com/post/
55126275089/a-double-standard. (Author Tumblr Entry which quotes the poem, “A
Double Standard,” by Frances E.W. Harper).
• Madonna and Child. https://www.britannica.com/media/full/355933/107467. (Painting).
• e Scarlet Letter. http://art.thewalters.org/detail/25737/the-scarlet-letter/. (Painting).
1. Prepare the class to read a complex literary criticism and to collaborate in an exchange of
ideas.Askstudentstoquick-writeananswertooneormoreofthefollowingquestions:
• Whichcharactershowsthestrongestmoralfortitude?
• Whoinictsthemostharm?
• Isthereaheroine Scarlet Letter?
en challenge students to consider a critic’s perspective and how it might impact their
thinking. In her “Afterword” to the novel, Regina Barreca writes of Chillingworth and
Dimmesdale, “Clearly they are both inadequate matches for Hester, who emerges as the
genuine hero of this book; the male characters are literally pale in comparison…” (p. 264).
Ask students to analyze and evaluate the effectiveness of Barecca’s argument through text
rendering, marking the paragraph, the sentence, and the phrase or word that seems most
significant. Selections do not have to come from the same paragraph, nor do they have to
be ideas with which students agree. Ask students to meet in small groups and take turns
identifying one or more of their text selections. Group members should build on each
other’s ideas in a well-reasoned and thoughtful collaborative discussion about the moral
strength of Hawthorne’s main characters.
2. Establishalineofinquiryforashortresearchproject:Howdodierentaccountsandtexts
impact your understanding of Hester, the Puritans, and their culture of sin and redemption?
Explainthattheclasswillexaminethreedierenttextstoformulateananswer.Usingthe
“zoom in” strategy where one quadrant of an image is uncovered at a time, project on the
whiteboardthe1859Merlepainting,e Scarlet Letter. As each quadrant is uncovered, pro-
vide students time to jot down a quick description of what they see as well as a quick analysis
of what it means. Explain that as more and more of the painting is unveiled, interpretations
should expand and perhaps change altogether, because additional text evidence is being
provided. Focusing on one chunk of text at a time (in this case a painting) allows students to
closely consider evidence. Items of focus from the painting may include the child’s fascina-
tion with the letter, the woman’s beauty and color, and the townsfolk far in the background.
Now show students the circa 1500 Bellini painting, Madonna and Child. Ask students to
turnandtalkwithaclassmate:Whatdoyounoticewhenyoucomparethispaintingtothe
previous one? Knowing that Merle painted his piece 350 years after Bellini’s, how does his
painting of Hester mimic or depart from the painting of e Madonna? Finally, reread
withstudentsHawthorne’sdescriptionofHesterfromChapter2:“HadtherebeenaPapist
among the crowd of Puritans, he might have seen in this beautiful woman, so picturesque
in her attire and mien, and with the infant at her bosom, an object to remind him of the
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image of Divine Maternity…” (p. 53). After exploring all three texts, the class is ready to
answer the initial question. Students can discuss or record their thinking in writing.
3. Asaclass,readJohnGreen’sTumblrentryone Scarlet Letter. In it, the popular young
adult author asserts that since e Scarlet Letter is misogynistic in nature, it must also be
tied to themes of entrenched power in America and is therefore connected to contemporary
issues of class and race. Ask students to find specific parallels between Hawthorne’s novel
and the poem “A Double Standard,” written by an African American author in 1855 and
included in Green’s Tumblr. Students can use the following chart to record their observa-
tions and then write a statement summing up their comparison.
Topic
“A Double Standard” The Scarlet Letter
Narrative Voice
Other Points
of Comparison
Followingtheiranalysis,studentsmightdiscussGreen’sstatement:“Whatthenarratorof
Harper’s poem wants is to be treated equally—not to go unpunished if she committed a
crime but to be treated the same as any other citizen. is is one of the fundamental ideas
of America, but of course our rhetoric has always run up against entrenched power struc-
tures that do not actually wish for a world of equal opportunity for all people. Our hatred
of vice has always been a sham, born not of a desire to protect the innocent but to allow the
powerful to retain their power. When America has moved forward as a nation, it has been
whentheoppressedhavedemandedtheU.S.liveuptoitsrhetoric.”Discusswithstudents:
• HasAmericaliveduptoitsrhetoric?
• Howdorecenteventsinvolvingraceandpowercontributetoyouranswer?
• Howdoestheideaofequalitytoday(gender,race,class)comparetothePuritanperiod
described in e Scarlet Letter?
4. Challenge students to conduct a short research project involving multiple print and digital
resources answering the following compelling question: How is Hawthorne’s theme of
public versus secret guilt and redemption relevant in contemporary society? e culminat-
ing project might be an essay, blog entry, podcast, digital poster or slide presentation.
Digital tools could include Google Slides, Voicethread, Smore, or inglink. With
Google Slides, students can use TechSmith Snagit, which is a Chrome extension that
allows students to narrate and screencast their slides and then save them as a movie. Voice-
thread is a slides-based presentation with video, voice, and text commenting. Smore and
inglink are digital posters that allow makers to add videos, links, and pictures.
To provide background and topic ideas, give students a list of more recent scandals where
cover-ups and lies may have been involved and contrition was demanded in a public forum.
Publicgureswithahistoryofscandalmightinclude:LanceArmstrong,BillClinton,Josh
Duggar, David Petraeus, Ray Rice, Clarence omas, Brock Turner, Anthony Weiner, and
Tiger Woods.
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WHOLE BOOK TOPICS FOR DISCUSSION
AND WRITTEN RESPONSE
ese topics and questions can be used for writing assignments, discussions, or individual
analysis.
1. Trace the use and development of the letter “A” throughout the novel. How does its initial
meaning change? Why?
2. How is each of the three main characters affected by isolation? How does the isolation
differ for each of them? Explore physical as well as emotional and spiritual isolation.
3. Among Hester, Dimmesdale, and Chillingworth, which character is guilty of the greatest
wrong? Which is the most wronged by another?
4. Which of the main characters is the strongest? Consider moral and spiritual strength. In
what ways is the novel a testament to the strength of the human spirit?
5. Analyze the role of Pearl throughout the novel. What purpose does Hawthorne have her
play for Hester? For Dimmesdale? For Chillingworth? For the village?
6. Discuss the relationship Hawthorne explores between outer appearance and inner character.
Usespecictextevidenceforsupport.
7. Review the definition and samples of Romanticism we discussed prior to reading. Citing
specific passages from e Scarlet Letter, how does Hawthorne’s Romantic style support his
purpose, tone, and meaning?
8. At the novel’s end, the author admonishes the reader to “Be True! Be True! Be True!” (p.
246). Consider the multiple instances Hawthorne chooses to speak directly to his reader.
How does this use of second person impact the novel’s major themes?
9. Inthe“Introduction,”BrendaWineapplecallse Scarlet Letter “a story of place” (p. xiii).
In what way is Hawthorne’s text the story of America? Might her label apply for contem-
porary times as well as the Puritan period about which the author writes?
10. In her “Afterword,” Regina Barreca argues that Dimmesdale is feminized and Hester, a
female, is the hero of the novel. What evidence from the novel adds to the argument that
e Scarlet Letter is a feminist novel?
ANALYZING FILM ADAPTATIONS OF THE NOVEL
Various film versions of e Scarlet Letter can be used to analyze multiple interpretations of
Hawthorne’s story. Ask students to evaluate how each film interprets the source text, using the
followinglineofinquiry:Howcanvariouswriters,directors,andartistsarm,extend,alter,
or recreate a source text?
• e Scarlet Letter. Dir.RobertGVignola.Majestic,1934.
• e Scarlet Letter. Dir.RickHauser.PBS,1979.(TVminiseries).
• e Scarlet Letter. Dir.RolandJoe.HollywoodPictures,1995.(R-ratedwithDemiMoore).
• e Scarlet Letter. Dir. Elizabeth Berry. Risen Light Films, 2015.
1. Sharetherstsceneofthe1934lmversionofe Scarlet Letter, starring Colleen Moore
and Alan Hale with the class. https://www.youtube.com/watch?v=Sf9I89ooaDE. e
film begins with a playful musical score and two characters not seen in the original text.
Two townspeople have been added, one a woman accused of gossip and the other a man
who laughed on the Sabbath. Both must stand in the town center and hold signs depicting
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their crime. e man tells a couple of jokes. e scene becomes more familiar and much
more serious when Hester Prynne and her child appear on the scaffold. Stop the scene after
Hester is asked to name the father and ask students to turn and talk about why the director
may have chosen to start out such a serious story on this light note. Discuss the tendency
of film directors to make choices that can highlight, add to, or even depart from their
original source material. Students may make connections to other books they have read
that are altered in movie form.
2. Showstudentsthetrailerfromthe1995versionofe Scarlet Letter starring Demi Moore,
Gary Oldman, and Robert Duvall. https://www.youtube.com/watch?v=jtZetd_jOo8.
After an initial viewing, ask students to select a one-word descriptor for the tone of the
trailer. Students might select from a Quizlet tone list such as the one linked below. Answers
might include “prurient,” “fervent,” “decadent,” or “zealous.” Next, ask students to watch
the trailer a second time and select words and phrases from the film clip that support their
choiceoftone.Studentsmayselect“buildingourNewJerusalem,”“apassionsoerce,”“a
love so forbidden,” and images such as bathing, skinny dipping, and fire dancing. Ask
students to compare their tone words and evidence from the film trailer to Hawthorne’s
original text and evaluate where and why the written text and film differ in tone. Discuss
with students: How might viewing this lm impact a reader’s understanding of Haw-
thorne’s novel? https://quizlet.com/5545160/ap-english-language-and-composition-
tone-words-by-denition-ash-cards/.
3. As a comparison in cinematography, show students the trailer from the most recent film
version of e Scarlet Letter, released in 2015. https://www.youtube.com/watch?v=
sIo0R6FFf9I. Ask the class to create a double column chart and take notes as they watch
on music, scenery, makeup, and script. Students should note the suspenseful music that
builds throughout, the simple forest and scaffold scenes, the hollow-eyed minister and the
exactlinesfromthenovel.Discuss:Inwhatwaysmightthislmimpactareader’sunder-
standing of Hawthorne’s novel?
Nextaskstudentstocomparethismontagetothe1995trailer,askingthefollowingquestions:
• Howdoestheearlierclipdierinmusic,scenery,makeup,andscript?
• Whichismostlikethesourcetext?
• Whydidthesetwodirectorsmakesuchdierentchoices?
Additional discussion might focus on characterization. Chillingworth is depicted as physi-
cally violent in both trailers. Dimmesdale and Hester are portrayed as charismatic and
deantinthe1995lm,torturedandsympatheticinthe2015clip.
TEXTS RELATED TO THE THEMES OF THE NOVEL
e following titles are appropriate for both independent reading or literature circles.
• Collins,Suzanne.e Hunger Games. NY:Scholastic,2010.(Individualvs.society,femalehero).
• Hawthorne, Nathaniel. “e Minister’s Black Veil.” http://www.eldritchpress.org/nh/
mbv.html. (Short story about secret sin).
• Hawthorne, Nathaniel. “Young Goodman Brown.” http://www.eldritchpress.org/nh/
ygb.html. (Short story about Puritanism, the nature of sin).
• Mathieu, Jennifer.The Truth about Alice. NY: Roaring Brook Press, 2014. (YA novel,
feminism and public shaming).
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• Miller,Arthur. e Crucible. NY:Penguin,2003.(Puritanism,publicvs.privateguilt,the
nature of evil).
• Morrison,Toni.Beloved. NY:NY:KnopfDoubleday,1987.(Guiltandredemption).
• Shelley,Mary.Frankenstein. NY:Penguin,2000.(DarkRomanticism,naturevs.civilization).
ABOUT THE AUTHOR OF THIS GUIDE
LAURA REIS MAYER, NBCT, is a high school instructional coach and university lecturer in
Asheville, North Carolina. She has taught middle, high school, and college English, speech,
drama, and literacy, and facilitates local and national conferences on Common Core Standards,
teacher leadership, and National Board Certifi cation. She is also the author of the following
SignetClassics EditionTeacher Guides: Arthur Miller’s e Crucible;  e Autobiography of
Benjamin Franklin; Martin Luther King’s Why We Can’t Wait; William Golding’s Lord of the
Flies; JaneAusten’sEmma; Kate Chopin’s e Awakening; Sophocles:  e Complete Plays; Mary
Shelley’s Frankenstein; Ibsen: Four Major Plays; George Bernard Shaw’s Pygmalion and My Fair
Lady; and Christopher Marlowe’s Dr. Faustus. FollowLauraonTwitter:@ashecoach.
ABOUT THE EDITORS OF THIS GUIDE
JEANNE M. McGLINN, Professorin the Department of Education at the Universityof
North Carolina at Asheville, teaches children’s and adolescent literature and directs the fi eld
experiencesof9-12 Englishlicensurecandidates.Shehaswritten extensivelyinthe areaof
adolescent literature, including numerous teachers’ guides and a critical book on the historical
fi ction of adolescent writer Ann Rinaldi for Scarecrow Press Young Adult Writers series.
JAMES E. McGLINN, ProfessorofEducation,EmeritusattheUniversityofNorthCarolina
at Asheville, has taught high school English and developmental reading at all levels, elementary
through adult. His current research interests focus on teaching English as a second language to
adults. He is the author and editor of numerous Penguin teacher’s guides.
FREE TEACHER’ S GUIDES
A full list of Teacher’s Guides and Teacher’s Guides for the Signet Classic Shakespeare Series
is available on Penguin’s website at: us.penguingroup.com/tguides
BY ALLEN KROMER
BY DONAL D ROBERTS
DR Hawthorne SCARLET TG 102016a.indd 23 10/20/16 10:43 AM