• identify elements of transcendentalism such as the connection between people and nature, an individual's ability to think freely, and the importance of spiritual self-reliance to the individual found in the works of Emerson and Thoreau.
• identify the elements of transcendentalism as represented in present-day genres (comic strips, lyrics, and music).
• investigate the representation of transcendentalist thought in social commentaries
• develop their own views on the subjects of individualism, nature, and passive resistance.

• Excerpts from Emerson’s “Self-Reliance” and “Nature”
• Excerpt from Thoreau’s Walden
• Comic strips demonstrating transcendental thought (see Booklist and Web Resources)
• Songs (and ideally copies of lyrics) demonstrating transcendental thought
• Final Project Assignment
• Final Project Rubric
• Four to five CD players and/or MP3 players
• Headphones for students (optional)
• Examples of Transcendental Thought Interactive or Handout
• Comic Creator Student Interactive

• Choose the excerpts from Emerson’s and Thoreau’s essays that you'll share with your class. You might rely on excerpts from your class anthology or make selections from the works yourself. Copies of the works are available online. Adjust the discussion prompts during the class sessions to match the readings that you select.
• Familiarize yourself with the basic characteristics of transcendentalism using the resources available from The Web of American Transcendentalism.
• Select comic strips and songs appropriate for the lesson and your classroom:
  
  
  • Example comic strips and a table of songs are available in the essay “Multigenre, Multiple Intelligences, and Transcendentalism.”
  • Links to comic strips are available below in the Web Resources as well. Comic strips such as Calvin and Hobbes, Peanuts, and Shoe are good choices.
  • Check your library for collections of comics that will work for the lesson. The lesson works especially well if you students can explore a collection in small groups; however, the lesson can be completed by looking at several particular comics if desired.
  • Frank Sinatra’s “My Way” works well for this assignment as do the songs “Wide Open Spaces” by the Dixie Chicks, “Blowin’ in the Wind” by Bob Dylan, and “You Gotta Be” by Desiree.
  • Invite students to bring their own songs to class to share.
    
    
• Make arrangements for students to view comic strips, listen to the songs, and, if possible, read the lyrics to the songs. You may want to make photocopies or overhead transparencies of some of the resources.
• Make copies of the handouts for all students.
• Since students will use the same chart graphic organizer several times, you will need to make 3 to 4 copies of the chart handout for each student if you are using photocopies (e.g., one copy for analyzing the Emerson essays, one copy for Thoreau, one copy for the comic strips, and one copy for the songs). If students are working online, they can print their observations for each section. Naturally you can mix the resources students use as well—students might work online at some points and with handouts at others.
• Test the Examples of Transcendental Thought Interactive (online chart tool) and Comic Creator on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

1. Introduce the basic characteristics and historical background of the transcendentalist movement. The following explanation can be used as a starting place:

   From 1840-1855, literature in America experienced a rebirth called the New England Renaissance. Through their poetry, short stories, novels, and other works, writers during this period established a clear American voice. No longer did they see their work as less influential than that of European authors. Transcendentalism was a part of this “flowering” of American literature. Ralph Waldo Emerson and Henry David Thoreau were important voices in this philosophical movement that sought to have individuals “transcend” to a higher spiritual level. To achieve this goal, the individual had to seek spiritual, not material, greatness and the essential truths of life through intuition. Emerson was the philosopher and teacher. Thoreau was the student and the practitioner. To learn more about this complex philosophy visit the Web of American Transcendentalism.

2. Invite students to discuss the concepts of transcendentalism by considering the following questions. Students can work in small groups.
   
   
   • How are you affected by nature? Do you find comfort in it? Do you reflect the moods of nature?
   • What is the role of nature in your life?
   • What is meant by an individual’s spiritual side? How to you define it?
   • Is there a connection between the individual’s spirit and nature? If so, what is that connection?
   • What does it mean to know something intuitively? For example, has a parent or a sibling ever known something was wrong with you without having talked with or seen you? What do we mean when we say “I just know it”?
   • How do you demonstrate that you are an individual? Do you think independently of others or do you follow the crowd?
   
   
   
3. Circulate among groups as they work. Ask students to record their answers on chart paper and post for the class as they finish their responses to the questions.
4. Ask groups to share their notes with the class as you note similarities among the findings.
5. By the end of the session, you should have established a shared, class definition of transcendentalism that students can refer to in following sessions.

1. Read and discuss the excerpt you've chosen from Emerson’s “Nature” with students, using the following questions to guide your exploration of the text. Questions a-d establish basic details. Questions e-f require more abstract thinking.
   
   
   1. What different moods does Emerson note in the excerpt?
   2. How is nature connected to these moods?
   3. What effect does nature have on Emerson? What does he mean when he says “I become a transparent eyeball”?
   4. In what ways does Emerson connect nature, humankind, and God?
   5. In what way does Nature serve as a teacher?
   6. How is nature portrayed as noble? As a source of comfort?
   7. How are human beings represented as part of nature?
   8. What can human beings learn from nature? How does this learning affect the individual’s spirituality?
      
      
2. Ask students to identify key quotations from the excerpt that reveal Emerson’s thinking about the relationship between humans and nature and to record their observations in their journals. Encourage students to explain the relationship between the quotations they've chosen and the basic characteristics of transcendentalism, as identified in the previous session.
3. After students have all had a chance to identify a quotation, ask share their quotation and ideas with the class.

1. Return to the ideas gathered in the previous sessions and summarize what you've discovered about transcendentalism to this point.
2. Introduce Emerson's essay “Self-Reliance” as another text that demonstrates transcendental thought.
3. Read and discuss the excerpt you've chosen from Emerson’s “Self-Reliance” with the students, using the following questions to guide your exploration of the text.
   
   
   1. What does Emerson mean when he says that “envy is ignorance and imitation is suicide”?
   2. What does he want each individual to recognize about him/herself? What does he say about “power” and “work”?
   3. How is trust a part of being self-reliant?
   4. Why does Emerson see society as the enemy of individuality?
   5. What is the role of nonconformity? What did that word mean to Emerson?
   6. What is a “foolish consistency”? How does it get in the way of genius?
      
4. Ask students to identify the key elements of self-reliance as defined by Emerson in their readings. These elements should be generated by the responses to the questions.
5. To summarize the characteristics of transcendental thought covered so far in the lesson, have students fill in the Examples of Transcendental Thought Interactive or Handout. If time is short, this work can be completed as homework.
6. Collect and review the graphic organizer to check students’ understanding to this point.

1. Return to students’ observations on the Examples of Transcendental Thought Interactive or Handout. Invite students to share their findings and answer any questions about transcendentalism that they have at this point.
2. Read the excerpts from Thoreau’s Walden.
3. Ask students to identify how Thoreau is practicing the philosophy Emerson writes about in the excerpts read previously. Students can use the information that they have recorded on the Examples of Transcendental Thought Interactive or Handout as a resource at this point.
4. Explain the historical connection between the two writers: Emerson as teacher and Thoreau as practitioner.
5. If desired, students can complete the Examples of Transcendental Thought Interactive or copies of the Handout again, this time recording examples from Thoreau's writings as a class, in small groups, or individually.
6. Ask students to go back to the questions they answered in Session One, and have them revise their responses based on what they have learned so far about Transcendentalism.
7. By the end of the session, you should have revised and clarified your class definition of transcendentalism. Students should have a good working knowledge of the characteristics of transcendentalism before moving on to the next session.

1. Explain that during the next few sessions, you'll look for examples of transcendental thought in popular culture. In particular, you'll be looking at comic strips and songs, but encourage students to share examples that they find in other media as well (e.g., sitcoms, television dramas, children's cartoons, movies, commercials).
2. Divide students into small groups, and provide each group with copies of several comic strips that reflect the transcendental qualities discussed to this point. Ideally, if you have published collections of comic strips available, each group can search a book.
3. Ask the students to read the strips paying close attention to both the text and the drawings with the goal of identifying the literary elements of transcendentalism.
4. Review the characteristics of transcendentalism from previous sessions.
5. Give the groups 15 to 20 minutes to read and enjoy the comics, asking them to find connections to the concepts you've discussed regarding transcendentalism. In their groups, ask students to record their findings using the Examples of Transcendental Thought Interactive or copies of the Handout.
6. After the allotted reading time, each group can share at least two comics that they've identified that have strong literary connections to the ideas of Emerson and Thoreau. As students share the comic strips, encourage them to discuss specific lines from the texts that you've studied that can be connected to the comics.
7. As a homework assignment, students can locate other examples of comics that would provide literary links to what you've studied and bring those comics to class along with a paragraph of explanation. If desired, you could extend the lesson by inviting students to find examples in any media (e.g., sitcoms, television dramas, commercials) rather than limiting them to finding comic strips. Any connection to the ideas of transcendentalism is valid evidence of students’ understanding of the concept—no need to limit their exploration to comics!

1. Spend the first 15-20 minutes of the session inviting students to share the examples that they found. Encourage students to connect the examples they've found to the examples from previous sessions.
2. Explain that during this session you'll begin looking for examples of transcendentalism in songs. If one of your students has shared an example song for the homework, be sure to point to that song as an example of the kind of resources you'll be looking for during the next sessions.
3. Play the example song that you've chosen for students. Provide copies of the lyrics if possible.
4. Ask students to listen carefully and follow along with the lyrics while the song is playing. If students have copies of the lyrics, they can underline or highlight the relevant lyrics. Otherwise, ask students to write any words they hear that suggest the ideas of transcendentalism in their journals.
5. After the song has finished playing, ask students to share their observations. Encourage students to make connections to the readings and the comic strips, as appropriate.
6. For a more structured analysis, you can work as a class to complete the Examples of Transcendental Thought Interactive using an LCD project or to complete an overhead of the Handout.
7. Once you've explored the lyrics for an example song, explain the project that students will complete. Ask students to consider their own favorite songs and to bring a song to class—along with the lyrics and a brief paragraph of explanation of the connection between their choice and the ideas you've been exploring. Ideally, you should have some CDs or MP3s available in the classroom for students to choose from as well. If your library has music resources, be sure to point students to these collections as well. Be sure to provide enough options that students will be able to find a song to share regardless of the resources they may own personally.
8. Remind students of the any school guidelines regarding violent or explicit lyrics. Students should choose songs that are appropriate to share with the class.
9. If your school's guidelines allow, you might invite students to bring personal CD players to the next class session to facilitate sharing the songs.

1. Play portions of songs expressing transcendental thought between classes and for the first few minutes of the period. Post chart paper around the room, listing musical genres—oldies/classics, pop/rock, R&B/rap, new age/classical, country. You may want to adjust the categories based on the kinds of music students show an interest in. For instance, you might separate R&B and rap if there are many songs in the two categories that students have brought to share.
2. Invite students to discuss the reasons that the songs fit the characteristics of transcendental thought while the songs are playing.
3. Take a few minutes for students to share some of the titles that they identified.
4. Divide students into four to five small groups. Each group should have a CD player available so that students can play the songs that they've brought to class. If your facilities allow, spread groups out.
5. Allow students the remainder of the class to explore the songs they've found.
6. Taking turns, students from each group can add the artist and title for songs that they've identified to the chart paper in the room.

Session Eight

1. Again, play portions of songs expressing transcendental thought between classes and for the first few minutes of the period.
2. Provide time, if necessary, for groups to finish sharing their songs and recording artists and titles on the chart paper.
3. Gather students together, and review the information on the posted chart paper.
4. Ask students to share observations regarding the songs in the categories. The following questions can help guide the discussion:
   
   
   • Which category has the most songs?
   • What did you expect to see on the charts? Do they match your expectations?
   • What surprises do you see about the lists?
   • Are there kinds of songs that aren't well-represented?
   • What would happen if songs were divided further, into sub-genres (e.g., heavy metal, alternative rock)?
   • Are there artists whom you think of as following transcendental ideas? Do their songs represent those ideas?
   • How do the songs that are listed represent your (e.g., the students’) individualism?
     
     
5. For a more structured analysis of the songs, you can work as a class to complete the Examples of Transcendental Thought Interactive using an LCD project or to complete an overhead of the Handout.
6. Return to the class definition of transcendentalism. Ask students to consider how the class exploration of comic strips and music affect the definition. Revise the definition to fit students' observations.
7. Assign the final project for the unit, which will be used to assess students’ understanding of the characteristics of transcendentalism. Provide students with another copy of the Chart of Transcendental Thought Handout and the rubric for the activity.
8. Make a point of explaining whether students can return to songs and comics for their final project, depending upon your goals. If you prefer that students use new genres for this final activity, you may adjust the rubric.
9. As a class, brainstorm examples of resources that students can consult as they complete their charts. Encourage students to consider print and nonprint resources from a variety of genres and sources as they build their list of potential resources.
10. Answer any questions about the assignment and explain when the project will be due.

• Use the Comic Creator to write your own transcendental comics.
  
  
• Block out time for a free reading unit that allows students to explore additional genres and transcendentalism. See “Multigenre, Multiple Intelligences, and Transcendentalism” for more details and a booklist.
  

The Thoreau Reader: The Works of Henry David Thoreau, 1817-1862
http://thoreau.eserver.org/

This Web site is a resource for teachers to learn more about the transcendental philosophy and Thoreau.

The Works of Ralph Waldo Emerson
http://www.rwe.org/index.php

This Web site is a resource for teachers to learn more about the transcendental philosophy and Emerson.

The Web of American Transcendentalism
http://www.vcu.edu/engweb/transcendentalism/

This Web site is a resource for teachers to learn more about the transcendental philosophy and Emerson and Thoreau.

Calvin & Hobbes Web site
http://www.gocomics.com/calvinandhobbes/

This is a source of strips online, but beware of pop-ups. Archived strips are available but are limited. Checking your local libraries for print books may be a better solution.

Shoe Web site
http://www.gocomics.com/shoe/

This comic strip can also be a good source although more from a pessimistic than an optimistic viewpoint.

For Better or Worse Web site
http://www.fborfw.com/strip_fix/

This explores life from a family perspective and sometimes deals with trust in self, individuality, and the spiritual over the material.

Zits Web site
http://www.kingfeatures.com/features/comics/zits/about.htm

I use this comic strip often to teach literary terms. The lives of the characters take turns at time that can illustrate the transcendental philosophy.

NCTE/IRA Standards

1 - Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

2 - Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

3 - Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

8 - Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.