The Great Gatsby: Wealth, Illusion, and the American Dream
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The Great Gatsby: Wealth, Illusion, and the American Dream

Grade 11English19 days
Acting as modern social critics, students analyze F. Scott Fitzgerald’s The Great Gatsby to evaluate the American Dream and the moral decay of the Jazz Age. Through character dossiers, symbolic mapping, and structural analysis, learners investigate the tension between public personas and private realities. The project culminates in a professional-grade multimedia critique that bridges the 1920s with contemporary status-seeking behaviors and identity curation in the digital age.
American DreamSocial CritiqueSymbolismJazz AgeMultimediaFitzgeraldStatus
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as modern social critics, use Fitzgerald’s literary techniques to create a multimedia critique that evaluates whether the pursuit of status in America is an achievable dream or a cyclical trap of moral decay?

Essential Questions

Supporting questions that break down major concepts.
  • How does Fitzgerald use the tension between public persona and private reality to critique the 'American Dream'?
  • In what ways do the characters' pasts and social standings dictate their choices and ultimate fates?
  • How does the use of an unreliable narrator shape our understanding of morality and truth in the novel?
  • How does Fitzgerald employ specific imagery and figurative language to symbolize the moral decay of the Jazz Age?
  • How can we use the themes of The Great Gatsby to analyze and critique the pursuit of status in modern society?
  • How does the structural choice of the novel’s beginning and end reflect the cyclical nature of human longing?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Analyze how the interplay of theme, character development, and symbolism in 'The Great Gatsby' contributes to a critique of the American Dream and the moral decay of the Jazz Age.
  • Evaluate the impact of Fitzgerald’s structural choices, including the use of an unreliable narrator and nonlinear storytelling, on the reader’s perception of truth and social status.
  • Synthesize literary techniques (imagery, figurative language, and irony) to produce a multimedia social critique that draws parallels between the 1920s and modern societal values.
  • Apply sophisticated language, varying syntax, and rhetorical devices to articulate complex arguments regarding the pursuit of status in contemporary society.
  • Engage in collaborative inquiry and peer-review processes to refine analytical insights and technical execution of a professional-grade multimedia artifact.

Common Core State Standards for English Language Arts (CCSS.ELA-Literacy)

RL.11-12.2
Primary
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account.Reason: The project centers on the dual themes of the American Dream and moral decay, requiring students to analyze how these concepts interact throughout the novel.
RL.11-12.3
Primary
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).Reason: The inquiry framework specifically asks students to examine how characters' pasts and social standings dictate their choices and fates.
RL.11-12.5
Primary
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.Reason: One of the essential questions focuses on the structural choice of the novel’s beginning and end and how it reflects human longing.
W.11-12.2
Primary
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.Reason: Students are creating a multimedia critique that evaluates status in America, requiring the organization and analysis of complex literary and social concepts.
RL.11-12.4
Secondary
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.Reason: The project requires students to analyze how Fitzgerald uses specific imagery and figurative language to symbolize the moral decay of the Jazz Age.
RL.11-12.6
Secondary
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).Reason: Students must analyze the role of the unreliable narrator (Nick Carraway) to understand the moral truth behind the characters' public personas.
L.11-12.3
Secondary
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.Reason: Students act as modern social critics, requiring them to make intentional stylistic and linguistic choices in their multimedia critique.
SL.11-12.1
Secondary
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.Reason: The PBL process involves ongoing inquiry and collaboration to refine their understanding of the novel and their modern critique.
L.11-12.5
Supporting
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.Reason: Supports the analysis of Fitzgerald's symbols (e.g., the green light, the eyes of T.J. Eckleburg) and their contribution to the novel's themes.
W.11-12.5
Supporting
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.Reason: The 19-day duration suggests a process-heavy approach where students will iterate on their critique based on feedback.
W.11-12.3.d
Supporting
Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.Reason: Refers to the use of technical literary terms and modern sociological terms within the final multimedia critique.

Entry Events

Events that will be used to introduce the project to students

The 'Jay G' Social Media Autopsy

Students enter a room containing a 'digital footprint' of a modern-day Jay Gatsby—a curated, high-end Instagram feed juxtaposed against a series of 'leaked' private text messages and bank statements. They must work in teams to identify contradictions between the public persona and the private reality, sparking an inquiry into how we craft identities and what it cost Gatsby to 'delete' his past.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

The Persona Dossier: Unmasking East and West Egg

Building on the 'Jay G' entry event, students will conduct a deep-dive investigation into the masks worn by the novel's central characters. Students will examine the disparity between the characters' projected social status and their internal realities, specifically looking at how Fitzgerald introduces and develops Gatsby, Daisy, and Tom through the eyes of Nick Carraway.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select one major character (Gatsby, Daisy, Tom, or Jordan) and research their introductory scene, noting specific details Fitzgerald uses to establish their social standing.
2. Identify three specific instances of 'social performance' where the character acts according to their status rather than their true feelings.
3. Find 'leaks' in their persona—textual evidence (dialogue, Nick's observations, or plot reveals) that contradicts their public image.
4. Analyze Nick Carraway's role: Does he buy into the persona, or is he showing us the truth? Use textual evidence to support his reliability or lack thereof in these moments.

Final Product

What students will submit as the final product of the activityA 'Persona vs. Reality' Digital Dossier featuring evidence from the text that contrasts a character's public reputation with their private actions and history.

Alignment

How this activity aligns with the learning objectives & standardsAligns with RL.11-12.3 (Analyzing author's choices in character development) and RL.11-12.6 (Distinguishing what is directly stated from what is really meant/irony).
Activity 2

The Symbolic Landscape: Mapping Moral Decay

In this activity, students shift from character to setting and symbolism. They will explore the 'Valley of Ashes,' the 'Green Light,' and the 'Eyes of Dr. T.J. Eckleburg' as manifestations of moral decay and longing. Students will analyze how Fitzgerald uses language to turn physical objects into heavy thematic symbols.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Locate and annotate three passages that use vivid imagery or figurative language to describe a key setting (e.g., the Valley of Ashes).
2. Explain the 'connotative' meaning of these descriptions—what do they suggest about the characters' morality or the state of society?
3. Collaborate in small groups to debate which symbol most effectively represents the 'trapped' nature of the characters.
4. Draft a short synthesis statement explaining how these symbols interact to create a complex account of the Jazz Age.

Final Product

What students will submit as the final product of the activityAn Interactive Symbolic Map or Visual Essay that connects three major symbols to the dual themes of the 'American Dream' and 'Moral Decay.'

Alignment

How this activity aligns with the learning objectives & standardsAligns with RL.11-12.4 (Impact of specific word choices and imagery) and L.11-12.5 (Understanding figurative language and nuances).
Activity 3

The Clock and the Compass: Analyzing Narrative Structure

Students will analyze the 'bookends' of the novel—the introduction and the conclusion—and Nick’s shifting perspective as the narrator. They will investigate why Fitzgerald chose to start with Nick’s father’s advice and end with the famous 'boats against the current' metaphor. This activity prepares students to understand the cyclical nature of the pursuit of status.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Re-read the first four pages and the last three pages of the novel, highlighting references to time, the past, and the future.
2. Compare Nick's initial attitude toward Gatsby (the beginning) with his final judgment (the end). What changed?
3. Discuss in pairs how the 'unreliable narrator' device makes the tragedy feel more personal or more universal.
4. Write a structural analysis of the 'cyclical' theme, explaining why the story could not have ended in a 'happy resolution' given Fitzgerald's critique of the American Dream.

Final Product

What students will submit as the final product of the activityA 'Narrative Architecture' Podcast Script or Socratic Seminar Prep-Sheet that evaluates how the novel's structure influences the reader's perception of Gatsby's failure.

Alignment

How this activity aligns with the learning objectives & standardsAligns with RL.11-12.5 (Analyzing structural choices and their aesthetic impact) and SL.11-12.1 (Collaborative discussion on complex texts).
Activity 4

The Modern Critic’s Blueprint: Bridging Eras

Students will begin bridging the 1920s with the modern world. Using their previous dossiers and symbolic maps, they will identify 'modern-day Gatsbys' or 'modern Valleys of Ashes' (e.g., social media influencers vs. reality, or environmental decay vs. corporate wealth). They will plan the logic of their final multimedia critique.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a modern context (social media, corporate culture, the 'influencer' economy) that mirrors the pursuit of status in the novel.
2. Select three 'Fitzgeraldian' techniques (e.g., specific imagery, an unreliable narrator perspective, or symbolism) to apply to your modern critique.
3. Draft a thesis statement that evaluates whether the pursuit of status today is an 'achievable dream' or a 'cyclical trap.'
4. Organize your evidence from both the novel and modern research into a logical flow for a digital presentation.

Final Product

What students will submit as the final product of the activityA Multimedia Critique Blueprint/Storyboard that outlines the parallels between Fitzgerald’s Jazz Age and a specific modern societal trend regarding status.

Alignment

How this activity aligns with the learning objectives & standardsAligns with W.11-12.2 (Writing informative/explanatory texts to convey complex ideas) and RL.11-12.2 (Analyzing how two or more themes interact).
Activity 5

The Great Status Critique: A Multimedia Post-Mortem

In this final culminating activity, students produce their high-quality multimedia artifact. They must use the literary terms they've learned (e.g., 'unreliable narrator,' 'connotation,' 'cyclical structure') and apply them to their modern critique. This involves a process of peer review and revision to ensure the tone is that of a sophisticated social critic.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Produce the first draft of your multimedia artifact, ensuring it incorporates direct quotes from the novel and modern examples.
2. Engage in a 'Critic’s Circle' peer-review session, providing feedback on the clarity of the argument and the use of precise, domain-specific vocabulary.
3. Revise the artifact based on feedback, focusing on 'polishing' the aesthetic impact of the imagery and the flow of the narration.
4. Present the final product to the class, defending your evaluation of whether the pursuit of status remains a 'trap' of moral decay.

Final Product

What students will submit as the final product of the activityA Professional-Grade Multimedia Critique (Video Essay, Digital Magazine, or Interactive Web Experience) evaluating the cost of the American Dream.

Alignment

How this activity aligns with the learning objectives & standardsAligns with W.11-12.5 (Develop and strengthen writing/production), W.11-12.3.d (Using domain-specific vocabulary), and L.11-12.3 (Making effective choices for style).
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

The Great Status Critique: Gatsby & The Modern Dream Rubric

Category 1

Literary Analysis & Interpretation

Evaluation of the student's ability to analyze character development (RL.11-12.3) and distinguish point of view from underlying truth (RL.11-12.6).
Criterion 1

Character Dossier & Narrative Perspective

Analyzes the disparity between a character's public persona and private reality, while evaluating how Nick Carraway's unreliable narration shapes the reader's understanding of moral truth.

Exemplary
4 Points

Provides a sophisticated analysis of 'social performance' versus 'private reality' for multiple characters; offers a complex evaluation of Nick's reliability using nuanced textual evidence to expose contradictions.

Proficient
3 Points

Clearly identifies the gap between a character's public persona and private reality; provides effective textual evidence to analyze Nick Carraway's role as a narrator.

Developing
2 Points

Identifies some instances of social masks or character secrets but analysis is inconsistent; evidence of Nick's role as a narrator is present but lacks depth or specific textual support.

Beginning
1 Points

Demonstrates a superficial understanding of character traits; fails to distinguish between public image and private actions or lacks mention of narrative perspective.

Category 2

Symbolism & Setting

Assessment of the student's mastery over imagery, figurative language, and their thematic impact (RL.11-12.4, L.11-12.5).
Criterion 1

Symbolic Mapping & Connotative Analysis

Analyzes how Fitzgerald uses imagery and figurative language to transform physical settings into symbols of moral decay and the American Dream.

Exemplary
4 Points

Evaluates with high sophistication how multiple symbols (e.g., Valley of Ashes, Green Light) interact to produce a complex account of societal decay; uses precise connotative analysis.

Proficient
3 Points

Effectively analyzes the meaning of key symbols and settings; explains how Fitzgerald's word choices and imagery contribute to the themes of the Jazz Age.

Developing
2 Points

Identifies symbols and imagery but the connection to the larger theme of 'moral decay' is weak or only partially explained.

Beginning
1 Points

Identifies physical objects or settings without explaining their symbolic weight or figurative meaning in the context of the novel.

Category 3

Narrative Architecture

Focuses on the student's ability to analyze authorial choices regarding text structure and resolution (RL.11-12.5).
Criterion 1

Structural Impact & Thematic Cycles

Evaluates how the novel's beginning and end, and the 'cyclical' nature of the story, reflect the aesthetic impact and the theme of human longing.

Exemplary
4 Points

Synthesizes how structural choices (the 'bookends') create a powerful aesthetic impact and reinforce the theme of the cyclical 'trap' of the past with profound insight.

Proficient
3 Points

Provides a clear analysis of how the introduction and conclusion are linked and how the structure reflects Gatsby's inability to move beyond the past.

Developing
2 Points

Describes the beginning and end of the novel but offers limited analysis on how this structure influences the meaning of the story.

Beginning
1 Points

Mentions the beginning or end of the novel without connecting them to the overall narrative architecture or theme.

Category 4

Synthesis & Argumentation

Evaluates the ability to organize complex ideas and analyze themes across historical and modern contexts (W.11-12.2, RL.11-12.2).
Criterion 1

Modern Social Critique & Synthesis

Synthesizes Fitzgerald’s literary techniques with modern social research to evaluate the pursuit of status in contemporary society.

Exemplary
4 Points

Creates an innovative bridge between the Jazz Age and modern contexts; formulates a complex thesis that masterfully evaluates status as an 'achievable dream' or 'moral trap' using compelling evidence.

Proficient
3 Points

Logically connects Fitzgerald’s techniques to a modern social context; develops a clear thesis and organizes evidence effectively for a digital presentation.

Developing
2 Points

Draws simple parallels between the novel and modern society, but the argument lacks depth or a clear evaluation of the 'American Dream' as a concept.

Beginning
1 Points

Identifies a modern topic but fails to apply Fitzgeraldian techniques or provide a cohesive argument regarding status or moral decay.

Category 5

Production & Communication

Assessment of the final product's quality, vocabulary usage, and the revision process (W.11-12.5, W.11-12.3.d, L.11-12.3).
Criterion 1

Multimedia Craft & Technical Execution

The production of a professional-grade multimedia artifact that utilizes domain-specific vocabulary and stylistic choices to convey a sophisticated critique.

Exemplary
4 Points

Produces a professional artifact with flawless integration of media, precise literary vocabulary, and innovative stylistic choices that command audience attention. Process shows extensive revision.

Proficient
3 Points

Produces a high-quality artifact that uses appropriate technical terms and clear organization. Evidence of revision based on peer feedback is clear.

Developing
2 Points

Produces an artifact that conveys the basic argument but lacks technical polish or consistent use of academic/domain-specific language. Revision is minimal.

Beginning
1 Points

Produces an incomplete or unorganized artifact; fails to use precise vocabulary or address the intended audience and purpose.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How confident do you feel in your ability to apply Fitzgerald’s 1920s literary techniques to analyze and critique social issues in the 21st century?

Scale
Required
Question 2

In your research and analysis, what was the most striking parallel you discovered between the social performances of the 1920s and the way we curate our identities on social media today?

Text
Required
Question 3

Which part of this inquiry process most challenged your initial assumptions about whether the pursuit of status is an 'achievable dream' or a 'moral trap'?

Multiple choice
Required
Options
Analyzing Nick Carraway's reliability as a narrator.
Mapping symbols like the Valley of Ashes and the Green Light.
Connecting 1920s characters to modern 'influencer' culture.
Receiving and implementing feedback in the 'Critic’s Circle.'
Question 4

As a modern social critic, how did you use the 'aesthetic impact' of your multimedia project to make your audience feel the 'moral decay' or the 'cyclical trap' of status-seeking?

Text
Required
Question 5

To what extent did the peer-review and revision process improve the clarity and sophistication of your final social critique?

Scale
Optional