chapter guide

Go to next section

Engelbrecht – Villafane ©2013

This section includes possible prompts for discussion and/or writing assignments. It is written for instructors familiar with the text and is not intended to be a chapter summary, although it can be used to find major events within Slant of Light. Most of these questions are high level questions as described in Bloom’s taxonomy. They require students to: - relate the text to real life - analyze a book in relation to its historical context - use critical thinking - use the text to support their claims - use specific events within the novel to explore various themes - bring knowledge and understanding of other disciplines, such as philosophy, history, and literature into an interpretation of the text - apply understanding of themes into an interpretation of the text The above requirements may be useful for instructors wishing to connect assignments to course objectives and/or state standards.

Chapter 1

The ferryman and Sam Hildebrand are presented as men who may be dangerous. What would it be like to have to depend upon such men for one’s survival? Are we as safe as we feel around the people who surround us today? What happens when that sense of security is compromised? Pettibone kills a deer for food, a necessity at that time. Explore how our relationship with nature has evolved, and how that influences the way in which we perceive and experience the natural world. Turner tells Hildebrand that Daybreak is a “social experiment”. Is this way of life possible in a real world or could it only exist in fiction? Analyze whether or not this is an ideal way of life. What is your initial impression of Turner? What is your impression of the relationship he has with his wife, Charlotte? Note: Require students to use direct lines from the text to support their claims.

Chapter 2

Several claims regarding politics are made in this chapter. Identify and examine these claims from both a historic and modern framework. Compare and contrast Cabot’s encounter with a stranger to Turner’s encounter with Hildebrand. Relate these experiences to the themes of the interdependent nature of humanity and human nature itself.

Chapter 3

What do we learn about Charlotte Turner in this chapter? Discuss how her past influences present characteristics. Require students to support their claims with the text. Charlotte reflects upon the following statement made by Turner: “Things never unfold. One must unfold them”, yet, in Chapter 1, he tells himself that he “must act as if he had a clear purpose, and soon enough the purpose would emerge”. Are these statements mutually exclusive? Explore the implications of each. Charlotte remembers Turner’s claim that all of the members of his audience were slaves in some form or fashion. Evaluate this claim and discuss whether or not it is relevant today. The Euripides quote listed in the “Quotes to Prompt Discussions and Essays” section can be utilized in this exploration. Turner argues against the “tyranny of property, the false assumptions of superiority by the rich, the distortions of human nature brought about by want and greed”. Identify what you find to be current wrongs within our society and right them within your own utopia. Chapters 4-5

Cabot refuses help from a slave because he is “not about to accept the fruits of the poisoned tree now”. Explain this phrase and what it says about his character. Expand this discussion to today’s society (for example, whether or not consumers should care about how goods are produced). Charlotte tells Cabot about Turner’s belief that “the system of property itself” is “the evil”. Return to this section to learn more, and explain why you agree or disagree with his assessment of personal property. Are there examples that support or disprove this assertion today? In the beginning of Chapter 5, Turner is amazed that Missourians could “appreciate in the abstract what they could not embrace in the particular”. Discuss what this quote means, and explore instances in which it relates to today’s society.

Chapters 6 -7

We begin to see instances of prejudice within a community that is supposedly based upon equality in Chapter 6. Find examples of bias within the members of the group. Note: Students should find examples of sexism and racism. For students familiar with dystopian literature, the name “Temple of Community” for the meeting house may be worth exploring. It is common for similar names to be given to various buildings in books such as 1984, Anthem, and Brave New World. This is an opportunity to introduce the idea of how a utopia can possess dystopian characteristics and question whether or not a true utopia is possible. In Chapter 7, Sheriff Willingham warns Turner that there are people who will “burn down your barn for talking funny”. Discuss what this quote means and explore instances in which it relates to today’s society. This is an opportunity to discuss the “Other” in terms of how individuals perceive people who are different.

Chapter 8

Examine the various ways in which nature is addressed in this chapter. Note: Charlotte gives birth after the cholera outbreak and Harp asserts that Mother Nature teaches more valuable lessons than books, etc… Several statements regarding the “common good” are made in this chapter. What is meant by this term, and what happens when one person’s idea of the “common good” conflicts with someone else’s? Turner mentions that it was easier to make decisions when most of the community was ill, because not a lot of discussion or debate took place. Examine what this says about his ideal of democratic decision making versus the reality. Cabot admits that being “the prisoner of great ideas is something of [his] specialty”. What does he mean by this? Discuss the pros and cons of being an idealist. Turner agrees to let Sam Hildebrand stay in Daybreak with an escaped slave. He justifies his decision by telling Charlotte that they need the money. Do you agree or disagree with his decision? Why or why not?

Chapter 9

The chapter begins by stating that Cabot feels increasingly at home in Daybreak, which is a contrast to Turner’s intention to go on another tour. What does this say about their personalities? Note: This is an opportunity to discuss how they are both idealists, but Turner seems to be more interested in ideas while Cabot focuses on living them out. Analyze the decision to reject Cantwell from the community. Do you agree with the decision? Do you agree with how it was done? Explain. In the second section of the chapter, Turner thinks that “[i]dealism was fine, but there were the boundaries of human nature to be considered”. Explore the meaning of this idea and whether or not you agree with it. Be sure to examine the quote within the context of the novel as well as in today’s society. At the end of the chapter, Charlotte tells Turner that he should let women vote within the community, and Turner knows she is right. He does not want to do so, however, because he believes the idea would cost him his position. Examine his stance and discuss whether or not it is justified. How does one pick and choose the causes for which one will fight?

Chapter 10

Cabot contemplates whether or not he should leave Daybreak which, in his mind, would be quitting. Do you agree with this assessment or is being part of such an isolated community a form of quitting as well? Consider whether or not more good could be done while being an active member of society at large as opposed to isolating oneself with a group of like minded people. Charlotte is suffering from postpartum, and this provides an opportunity to analyze her character. Is her portrayal realistic? Compare and contrast her to other female characters in literature, and discuss the consequences of these portrayals. Consider whether or not the citizens of Daybreak are free to form their own projects and develop their own talents, or are they forced to conform for the good of the community? Use examples from the text to support your claims.

Chapter 11

Discuss the conversation between Turner and Foltz. Relate to the themes of slavery and hypocrisy throughout the discussion. What do we learn about Turner in his interaction with the prostitute and the marshal? Contrast his reasoning in deciding not to be with a prostitute to Cabot’s reasoning for not having an affair with Charlotte. Note: Student’s should address Turner’s concern for the punishment for his actions instead of morality. A comparison can also be drawn to his avoidance of gender equality in order to maintain his position within Daybreak. George Webb says, “We read the page of Nature as best we can, but we are always reading it in our language, try as we might to read it in hers”. Discuss the meaning of this quote and relate it to various characters in the novel. Note: Turner provides an excellent example of someone who sees the common good as being whatever fits his ideals instead of considering whether or not his actions reflect those ideals or the viewpoints of others. Chapter 12

Analyze Turner’s decision to allow Smith into Daybreak. What are your initial impressions of Smith? Use the text to support your claims. Charlotte considers the possibility that a person can learn how strong he or she is by experiencing the “severity” of Nature’s bite. Explore and analyze the beliefs various characters have about Nature. Charlotte and Cabot kiss for the first time in this chapter. Discuss how this act influences your opinion of them.

Chapters 13-14

Charlotte treats Schnack’s snake bite, talks with Harp, and decides not to join Cabot on his walk in Chapter 13. Use this as an opportunity to examine how she is developing as a character. Note: Student responses can include how she is growing accustomed to life in Daybreak, her relationship with Cabot, her intellect compared to the men around her, her desire to do what’s right, etc... Turner’s affair with Marie begins in Chapter 13, and Charlotte and Cabot continue their affair in Chapter 14. Compare and contrast these relationships. In Chapter 14, Smith tells Cabot that he does not understand what makes Daybreak “ideal” and says it should be named “Backbreak”. Do you agree with his assertions, or do you support Cabot’s defense? Explain. Consider whether or not is it easy for people to develop their unique talents in a community like Daybreak. The theme of ideals versus reality is addressed when Webb shares his concerns for the community with Cabot. Explore his statement: “forming the idea is different from carrying it out” within the context of the novel and in life. Analyze Turner’s reaction when Charlotte informs him that people are concerned with how he is leading Daybreak. Chapters 15-16

Turner acknowledges his “motives were impure” in his relationship with Marie. Here is another opportunity to discuss how his affair is different from the one between Charlotte and Cabot. It is also an opportunity to discuss how students perceive him now and how their perception of him has changed as the novel progresses. Smith’s murder occurs in Chapter 15. Information regarding abolitionism and the dangers of being an abolitionist can be provided. Students can discuss their reactions to what takes place, how they think Turner handles himself, and what they predict will happen as a result of Smith’s death. Analyze Sheriff Willingham’s reaction to Smith’s murder in Chapter 16. Smith’s body is cleaned on Charlotte’s table. Consider what else has taken place on her table (i.e. the treatment of Schnack’s snake bite and family meals).

Chapter 17

Turner wants to immediately tell Charley that he can be part of Daybreak, but he refrains from doing so knowing that he needs to uphold the policy requiring a vote. Does this mark a change in his leadership style? Analyze whether or not this policy supports the value of equality Daybreak is supposed to hold. In the beginning of the chapter, we learn that Turner likes “the sensation of drifting” that accompanies his affair with Marie. Before the community meeting, Adam and Charlotte almost consummate their relationship. Compare and contrast the nature of these different affairs. Is one couple more sympathetic than the other? Is there an individual who maintains a strong sense of character despite his/her questionable actions? Explain. Allow students time to predict the nature of Harp’s visit to town. In his final conversation with Cabot, George Webb says, “politics is no place for the idealist”. Analyze this quote.

Chapter 18

While looking for where George Webb kept the community’s money, Charlotte reflects over his possessions and how they do not adequately reflect the man she knew him to be. This can be an opportunity to discuss what people leave behind in death, both material and immaterial. If various characters were to die at certain points in the book, what would they leave behind at that moment? Some students may be comfortable applying this question to the lives of people they know or use this as an opportunity to consider their own mortality. Discuss Turner’s reaction to how Cabot expresses concern over his leadership. Charlotte witnesses Marie and Turner having intercourse at the end of this chapter. Predict how she will react in the chapters to come. Require students to use knowledge of her character in their responses (rather than guessing a reaction that is not consistent with her past decisions and values). Chapter 19 Captain Carr tells Turner that “What’s black turns to gray over time”. Explain and explore this quote using Turner’s situation and then expand the discussion by looking to society. For example, consider how affairs affect the careers of politicians. What would you do if you were Charlotte? Require students to provide strong reasoning that takes the context of the book into consideration to support their responses. Discuss how the consequences of his affair with Marie are affecting Turner. Is he a sympathetic character? Analyze Turner’s response to the election of Charlotte as community president. Consider what it would feel like to have someone else be chosen to represent a community that came from your ideals. We learn that Harp Webb is laying claim to Daybreak’s property by filing a title suit. Return to his words in the last section of Chapter 17 when he tells Turner “[t]he list of things you people don’t know seems to have no end”. Those words should now take on a greater meaning, and the technique of foreshadowing can be covered. Discuss the different types of knowledge displayed by various characters (i.e. book learning, understanding of nature, emotional intelligence, etc…) Chapters 20-21 The women of Daybreak come to Charlotte with their concerns after she is elected community president. Discuss the differences between the male and female experience within Daybreak. Charlotte acknowledges that there’s a difference between “forgiving” and “getting on” and that what is “right” isn’t always what is “pleasant”. Do you agree with her ideas regarding what is forgiveness and what is right? Explain. Turner announces that “[i]t looks like the war is upon us” in Chapter 20. Instructors and students may wish to conduct research to learn what was happening across the United States at this time. Students may be divided into different research groups and share their findings with the class. Charlotte and Cabot take her phaeton to town in Chapter 21. Students may be interested in seeing pictures of this type of wagon, which can be found online. Herrman’s decision to leave town provides another opportunity to discuss how certain ideals are tested by reality. He says, “If somebody had told me I’d be running like a rabbit at the first sign of trouble, I’d have laughed, or maybe spit in his eye. But your tune changes once you see a fellow you represented in a lawsuit brought to town in the back of a wagon with a hole in his forehead.” Evaluate Herrman’s decision and compare his situation to those who had to decide how outspoken they would be in their support of the suffragists and abolitionists. Do you agree with Turner’s decision to report that Harp is “aiding and abetting the rebels”? Explain. Chapter 22 Discuss the exchange between the Turners and the soldiers looking for Harp Webb. The theme of hospitality can be utilized in this discussion. Charlotte’s father encourages her to be a “woodchuck” in the final paragraph of his letter. What does he mean by this? Explain whether you agree or disagree with his advice. The theme of nature can be utilized here as well. Note the reappearance of the one-armed man in this chapter and invite students to make predictions. The author’s decision to not give him a name can also be discussed. Students familiar with The Great Gatsby may make connections between him and “Owl Eyes”. Chapters 23-24 Analyze Turner’s decision to kill the one-armed man in Chapter 23 and Cabot’s decision to help him. Discuss how this may affect their relationship. Discuss Charlotte’s exchange with Sheriff Willingham and Sergeant Ford. The theme of hospitality and the historical context of these events can add depth to any analysis. The arrival of the Irish women and children in Chapter 24 provide an opportunity to research and discuss immigration during this time period. Chapters 25-26 A lot happens in a short amount of time within these two chapters. Check for student’s understanding by asking them to describe the events. Examine how the following characters react as the events unfold: Benjamin Prentice Charlotte Turner Cabot Hildebrand Harp Is their behavior consistent with who we know them to be thus far? Are their reactions believable? Feel free to examine the actions of other characters students find to be of interest. Chapter 27 Provide time for students to react to Cabot’s death. Analyze Turner’s decision to help Harp. Would you do the same? Explain. Charlotte tells Captain Foutch that Cabot had “been fighting this war for us for half a dozen years”. What does she mean by this? Do you agree or disagree with her statement? Charlotte looks to Daybreak and sees the people as “ants”. How does this assessment relate to the theme of nature? Harp dies in this chapter. Is he a sympathetic character? Explain. Wiegenstein writes that Harps body was lowered “into the universal forgiveness of the grave”. What does this phrase mean? Do you agree or disagree with this description of death. Chapters 28-29 In Chapter 28, Turner tells Charlotte that he has “been an idealistic fool”. Charlotte replies that she loves the idealist, and “if he ever gets realistic and starts accepting whatever the world hands him, I’ll kick him in the shins”. Discuss how Turner has developed throughout the novel and how his struggles relate to the novel’s theme of idealism. This discussion can then expand to cover what it means to be an idealist whose ideals do not always seem possible within the constraints of reality. When Hildebrand is discovered in Chapter 29, Charlotte, Emile, and Mrs. Prentice face the decision of whether or not they should kill him while he is unconscious. Again, Charlotte helps someone who is dangerous. She tells Newton that “maybe helping a hurt man is more important than stopping a bad man. Even when they’re the same person”. Do you agree with her decision? Explain. Hildebrand shares some of his past with Charlotte and says he’d “hate to be the man who could see all that happen and not pick up a gun. I didn’t want to be a sheep, so I chose to be a wolf instead.” Captain Carr’s claim that “man is wolf to man” should come to mind, and students can discuss how this scene influences their perception of Sam Hildebrand, and whether or not his story supports Carr’s assertion. Are there stories that offer another, more positive, approach to life within the novel? Charlotte writes to Matty Cunningham’s family because “[e]ven a killer was someone’s son, somebody’s darling”. Explain whether or not you agree with Charlotte. Ask students to think about how this belief is or is not acted upon in today’s society. Both Charlotte and Turner have children that remind the other of his/her feelings toward someone else. Charlotte named their son Adam, and Turner has Josephine with Marie. How do you think these reminders of their relationships with others will influence their marriage? Invite students to reflect upon how this book comes to an end. Are the major points of conflict resolved? Are there questions that have not been answered? Have characters been consistent in their behavior throughout? Are resolutions, if any, realistic? Ask for reflections regarding what the novel made them think about in their own lives.