copyright 1999, Sirpa Grierson
Novel Information and Resources:
To fully understand a novel to the best of our abilities, it is helpful that we understand the author's life, his surroundings and the history of the era in which the novel is placed. In this portfolio, I have chosen articles that give insight to Hugo's life and the background to his novel Les Miserables. I have also included the first page of a lesson plan and a series of questions that a teacher may find interesting and helpgul in planning his or her own lessons. One of my favorite sites I have included deals with the pronunciation of the characters' names. Because they are of French origin, English-speaking students may find the names difficult to pronounce. This novel has far more to it than meets the eye and hopefully it can be read and appreciated for the great timeless lessons it teaches as well as the literary classic that it is. -H.J.
The Works of Victor Hugo
Boss, Judith. "The Works of Victor Hugo" Les Miserables. February 24, 2001.
gopher://wiretap.area.com/00/Library/Classic/lesmis.vh%09%09%2Bgopher://wiretap.area.com/00/Library/Classic/lesmis.vh
In this site is an outline of the entire novel as well as the translated version of the novel itself (all five volumes). This would be great for the teacher who is teaching the history of this novel to outline for the class what the original is and perhaps take excerpts from the text.
Home Page
Lee, Rob. Home Page. 1997. February 24, 2001. http://www.people.fas.harvard.edu/~lee54/lesmis/
This page deals with the musical and the novel. Because the musical is so famous, it should be acknowledged in the classroom. This site shows both.
The People and the French Revolution
Lewis, Gwynne. "The People and the French Revolution." History, University of Warwick. February 24, 2001.
http://warwick.ac.uk/fac/arts/History/teaching/french-rev/people.html
This site deals with the French revolution. The French revolution is the background of Les Miserables and can help students better understand the circumstances in the novel.
Pronunciation
Mackintosh, Cameron. "Pronunciation," "Emile Bayard," Discussion." Les Miserables. February 24, 2001.
http://www.lesmis.com/inspiration/pronounce/
This site gives the correct pronunciation of the characters names. This is helpful for the teacher to give to students so they can start out pronouncing correctly.
Emile Bayard
http://www.lesmis.com/inspiration/studyguide/AboutEmileBayard.htm
This site tells of the illustrator of the novel. His pictures are now famous and are used as the musical logo.
Discussion
http://www.lesmis.com/inspiration/studyguide.crime.htm
This site has discussion questions to go along with different themes of the book.
Victor Hugo's Les Miserables
Russell, Penne. "Victor Hugo's Les Miserables." Class TECH 2000. Feb 24, 2001.
http://www.classtech2000.com/ArchnoD/modules/archnoi/les/lesindex.htm
This site is a high school teacher's lesson plan for a nine week students project during the Unit on Les Miserables. Excellent plan.
Victor Hugo: Les Miserables
Moss, Joyce and George Wilson, Ed. "Victor Hugo: Les Miserables." Literature and Its Times: Profiles of 300 Notable Literary Works and the Historical Events and Influenced Them. Vol 2. 1997.
This article gives the historical background to the era of the novel's setting. This would help students better understand the 'whys' to the events that take place in the novel.
Victor Marie Hugo: Les Miserables
"Victor Marie Hugo: Les Miserables." Characters in Nineteenth Century Literature. Gale REsearch. 1993.
This article includes a plot summary and character sketches. This would be a useful tool for the introduction lesson so the students could have an idea of who is who before they jump into the novel.Reading Strategies compiled by Elise Tateoka
| During Reading | After Reading |Pre Reading Strategies
1. Delacroix, Eugene. “Liberty Leading the People.” 18 Sept. 2005
<http://www.eco.utexas.edu/faculty/Cleaver/delacroixliberty.html>.Delacroix’s stirring painting provides a stunning visual insight into the French Revolution. While used in its day as political propaganda this painting captures the energy, courage, and raw human desire for freedom through revolution. This visual image can be used to introduce the major themes in Les Miserables, as well as provide means to introduce the dramatic history of France. It is also believed that this painting was a source of inspiration for some of Victor Hugo’s characters within Les Miserables.
• For more information on both the artist and its relevance to the book see:
http://en.wikipedia.org/wiki/Eug%C3%A8ne_Delacroix2. “Les Miserables.” Wikipedia. 2005. 18 Sept. 2005.
<http://en.wikipedia.org/wiki/Les_Miserables>.Wikipedia is a superb general resource for teachers. It provides an in depth plot summary and analysis of major themes found within the text. Because of the complex nature of plot and its intimidating length it is essential that the reader is informed so that they can best comprehend and appreciate the material. This site also contains links to history, biographies, and trivia.
3. Mackintosh, Cameron. “Les Miserables The Musical.” 18 Sept. 2005
http://www.lesmis.com/musical/.Music is power, and the musical rendering of Victor Hugo’s classic Les Miserables is no exception. The Broadway musical sensation has thrilled audiences throughout the world for the past twenty years. The songs capture the essence of characters, events, and themes in a beautiful and compelling manner. Through utilizing the tremendous medium of music students can experience the magic and power of this novel through sound.
• Lyrics for the musical are available online.
http://www.geocities.com/Broadway/Alley/1512/lyrics.html
• “Les Miserables” In Concert 10th Anniversary on video and DVD, 1995.
• CD of Original Broadway Cast Recording of Les Miserables, 1987
• Prefabricated lesson plans and ideas utilizing the musical.
http://edweb.sdsu.edu/courses/EDTEC596/Units/Respon/LesMiserables.html4. “Parisian and French Revolutionary Tradition.” 18 Sept. 2005.
http://www.mtholyoke.edu/courses/rschwart/hist255/kat_anna/titlepg.htmlExplore the major events and history behind the French Revolution through this website. This site acts as a virtual launching pad introducing the user to the major historical figures, locations, and political philosophies of the French Revolution.
5. “Unmasking the Bourgeois Political Parallels in Les Miserables.” 18 Sept. 2005.
<http://www.mtholyoke.edu/courses/rschwart/hist255/jkr/political.html>.Discover the social, political, and cultural influences that affected the production of Les Miserables. This site goes beyond the literature as it examines the influence of the Romantic era, as well the personal life of the author himself. It also provides insight into the political philosophies of the time, as well as highlights the major social and political themes addressed by Victor Hugo within Les Miserables.
6. Rodin’s Works, Monument to Victor Hugo.” 18 Sept. 2005.
<http://www.rodin-web.org/works/1889_hugo.htm>.What is a more impressive way to introduce an individual so significant that he was immortalized in stone? This website displays visuals of the sculptures created by French artist Rodin honoring Victor Hugo. Rodin sought to capture the persona and immortal character of Hugo; his stunning works provide insight into the genius of not only the artist but the man behind the art.
7. Tennyson, Alfred Lord. “To Victor Hugo.” Victor Hugo Central. 2005. 18 Sept. 2005
<http://www.gavroche.org/vhugo/>.Tennyson captures the essence of the passion and glory which is Victor Hugo through this poem. This poem provides a marvelous means of introducing the author, through words which serve to immortalize and pay tribute to Hugo. It also beautifully conveys Hugo’s vision, literary mission, and legacy.
8. “The Four Fathers: Victor Hugo.” Microsoft Encarta Encyclopedia. 1997. 18 Sept. 2005
< http://members.aol.com/brodwayace/bio-hugo.html>.Become acquainted with the life of Victor Hugo through this site. This site provides a general, but specific biography of the life of Victor Hugo. It highlights the politics that shaped his life and writings, as well as focuses on the chronology of his major works.
9. Whipple, Edwin Percy. “Fantine, by Victor Hugo.” The Atlantic Monthly. July, 1862. 18 Sept. 2005.
< http://gavroche.org/vhugo/review.gav>.Introduce your students to Les Miserables through a different angle. This American review of the novel was published only 25 years after Les Miserables was first printed. This provides an engaging method of introducing an American perspective and reception of the book and author relative to the time the book was written.
10. “Xmen #388.” Victor Hugo Central. 2005. 18 Sept. 2005
http://gavroche.org/vhugo/xmen.shtmlRelate this classical novel to our modern popular culture, as a means of demonstrating its universal influence and appeal. This “Xmen” comic strip makes direct references to Jean Valjean and Javert. This would be a wonderful tool for discussing what makes a “classic” novel timeless.
1. “Bohemianism and Counter-Culture.” 23 Sept. 2005
http://www.mtholyoke.edu/courses/rschwart/hist255/bohem/index.html?.This site provides links to the general history and geography of France. Also gives insight into the food, housing, and culture of the time period. It also explores the social philosophies that shaped French society.
2. Hugo, Victor. “Quotes.” 23 Sept. 2005
<http://www.geocities.com/Athens/Academy/6361/>.Scattered throughout Hugo’s works are deeply profound insights into life and humanity. This is a wonderful resource for teachers as this website documents some of Hugo’s insightful quotes found in Les Miserables. These quotes could be used for essay prompts, as well as for classroom bulletin boards.
3. “Les Miserables by Victor Hugo.” 23 Sept. 2005
<http://www.readinggroupguides.com/guides/les_miserables.asp>.Summary of a book discussing the creation of Les Miserables. It exposes the responses to the initial publication of Les Miserables. This summary also discusses the continuing popularity and universal nature of the novel. Also offers 10 prompts and questions which will aid in facilitating proper discussion of the novel.
4. “Les Miserables.” 24 Sept. 2005
<http://www.enotes.com/les-miserables/7527>.Contains a short biography of the author, as well as a short summary and analysis of the novel. Also it provides sample quiz questions and essay prompts.
5. Microsoft Encarta. “Romanticism (literature).” 23 Sept. 2005.
<http://uk.encarta.msn.com/encyclopedia_761573164/Romanticism_
(literature).html>.In analyzing the literature of Hugo it is essential to become acquainted with the Romantic Movement in literature. This article discusses the origins, inspiration, and influences of the Romantic Movement. It also provides examples of differing styles and authors.
6. “Parisian and French Revolutionary Tradition.” 23 Sept. 2005
<http://www.mtholyoke.edu/courses/rschwart/hist255/kat_anna/titlepg.html>.Explores the history of French Revolutions. Provides links to historical timelines and key political figures of the time. Also provides the political history, as well as geographic outlines of central Parisian buildings and monuments.
7. “The Working Classes in Revolutionary France.” 23 Sept. 2005
<http://www.mtholyoke.edu/courses/rschwart/hist255/la/peoplehome.html>.One of the main themes of this novel focuses on the plight of the deprived and working classes. This website provides various links to explore the social economic conditions of individuals relative to the time of Les Miserables. Also exposes the working conditions of Women and children. Discusses the effects of industrialization and its political interplay which lead to eventual revolution.
8. “The Dangerous Classes.” 23 Sept. 2005
<http://www.mtholyoke.edu/courses/rschwart/hist255/popcorn/
dangerousfinal.html>.Explores inner workings of the justice system and the social underworld of France through this website. This site exposes the lives of those individuals who were deemed socially “dangerous.” Also provides links to various research on women prostitutes, convicts, and even children.
9. “Unmasking the Bourgeoisie.” 23 Sept. 2005
<http://www.mtholyoke.edu/courses/rschwart/hist255/jkr/home.html>.Explore the social realm of privileged individuals during the time of Les Miserables through this website. This site provides links to literary influences popular during the time. Also explores the private life and culture dealing with issues of education and marriage.
10. “Victor Hugo.” 23 Sept. 2005
<http://www.kirjasto.sci.fi/vhugo.htm>.Become acquainted with the author through an extensive biography of Victor Hugo’s early education, political influences, and personal life. Hugo’s literary style influenced by the French Romantic movement is also explored within the text. Also highlighted are the reactions and success of his other literary works.
After Reading Activities
1. Arbergast, Jeannie. “Les Miserables.” 1 Oct. 2005
<http://www.teachnlearn.org/lesmis_unit.htm.>A complete lesson plan is provided in this website. It includes clear objectives, as well as ideas for possible assignments. Also provided are ideas for small group activities and for the final project. This teacher integrates a variety of mediums to provide an enriching learning experience for students.
2. Fernie, Stuart. “Filmed Versions of Les Miserables.” 1 Oct. 2005
<http://www.geocities.com/stuartfernie/Misfilms.htm.>Films can be used as an exceptional teaching device. Because of the worldwide appeal of this novel there have been many versions of this novel captured on film. The author provides thorough descriptions and reviews of films fully disclosing the inaccuracies and strengths of each version
3. “Les Miserables.” 1 Oct 2005.
<http://www.lesmis.com/inspiration/studyguide/universal.htm.>Packed with deep prompts this is a phenomenal resource that can be used to facilitate classroom discussion or writing assignments. This website explores the universal themes found within the novel. Also provides direct modern application and marvelous literary insights which connect other novels to Les Miserables through use of common themes.
4. Mabry, Donald J. “Student Rebellion in the Sixties.” 2001. 1 Oct. 2005
<http://historicaltextarchive.com/sections.php?op=viewarticle&artid=313.>Colleges and Universities throughout world and even our nation’s history have often initiated social rebellion to attempt of political reform. This article explores modern examples in America which can be contrasted with the revolutionary events and outcomes of the novel.
5. National Center for Policy Analysis. “Introduction: Crime in America.” June 1995. 1 Oct. 2005
<http://www.ncpa.org/w/w80.html.>In connection with one of the main issues of the novel teachers can utilize this site for information of current crime statistics in America. This information can be used to foster discussion on the nature of crime within society. Also this can be used to discuss proper means of criminal justice.
6. “Pictures of Victor Hugo.” 23 Sept. 2005
<http://www.geocities.com/Paris/LeftBank/9640/pics.html.>Provides a wonderful resource for pictures of Victor Hugo, author of Les Miserables. These pictures would serve as a visual transition to introduce the author. The pictures document Hugo throughout the many stages of his life and provide tangible insight into the nature and character of the author. To find additional picture of Hugo “Google Image Search” is also a tremendous resource.
7. Rang, Lee Wha. “South Korean Student Rebellion: For whom their sacrifice?” 1996. 1 Oct. 2005
<http://www.kimsoft.com/korea/sk-demo5.htm.>This article provides modern examples of student rebellions in South Korean. Through exploring the nature of oppression in this article, a teacher can utilize this information to foster discussion about modern rebellion caused by suppression of rights and social injustice.
8. Rosselet, Jeanne. “First Reactions to Les Miserables in the United States.” Modern Language Notes volume 67 (1952): 39-43.
Examines American’s responses and reactions to this novel. Provides a good opportunity for students to compare the their personal response to the novel with that of the initial response of Americans. This enables students to make direct connections as well as elicits personal response.
9. Metzidakis, Angelo. “On Rereading French History in Hugo's Les Miserables.” The French Review volume 67 (1993): 187-195.
Approaches the novel through a historical perspective. This article explains the actual historical events which Hugo based his novel about, and explains the discrepancies. This enables students to understand the true history behind the novel, as well as explores how Hugo’s political perspective influenced the writing of the novel.
10. Shillaber, Benjamin Penhallow. “1814 – 1890: Les Miserables. A Long Way After Victor Hugo.” 1 Oct. 2005 <http://lion.chadwyck.com.erl.lib.byu.edu/searchFulltext.do?id=Z200167984&divLevel=2&queryId=../session/1128213945_15854&area=Poetry&forward=textsFT&warn=Yes&size=21Kb.>Les Miserables truly is a novel of the ages. This poem explores the events and characters within the novel. This provides an interesting interpretation and summary of the novel utilizing a different literary form.
Back to Hugo's Page
Reading Resources and Unit Guide for this Novel