copyright 1999, Sirpa Grierson
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Their Eyes Were Watching God
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Amber Morgan, Emily Updike, Jessica Martin and Angela Nelson
Sec. Ed 276R
Novel Information and Resources:
'…Ah said Ah'd save de text for you': Recon textualizing the Sermon to Tell (Her)story in Zora Neale Hurston's Their Eyes Were Watching God
Hubbard, Dolan. "'…Ah said Ah'd save de text for you': Recontextualizing the Sermon to Tell (Her)story in Zora Neale Hurston's Their Eyes Were Watching God". African American Review 27.2 (1993): 167-178.
This links the novel with the history of the time. It is important for teachers to understand what was happening at this time in our history."I Love the Way Janie Crawford Left Her Husbands: Zora Neale Hurston's Emergent Female Hero"
Washington, Mary Helen. Zora Neale Hurston's Their Eyes Were Watching God: A Casebook. Wall, Cheryl A. Oxford University Press. New York, 2000. p 27-37.
Mary Helen Washington discuses the empowerment that Hurston gives Janie in the
novel. She suggests that while some say this novel is an example of an
independent women in society, it is really a representation of a woman excluded
from power. She contends with the idea that this novel is about a "female hero."Liberation and Domination: Their Eyes Were Watching God and the Evolution of Capitalism
McGowan, Todd. "Liberation and Domination: Their Eyes Were Watching God and the Evolution of Capitalism". The Journal of The Society for the Study of the Multi-Ethnic Literature of the United States 24.1 (1999): 109-128.
This article explores one of the main themes of the novel, that of liberation and domination. It is helpful to teachers to give more insight into this major theme.Should Their Eyes Have Been Watching God?: Hurston's Use of Religious Experience and Gothic Horror
Curren, Erik D. "Should Their Eyes Have Been Watching God?: Hurston's Use of Religious Experience and Gothic Horror". African American Review 29.1 (1995): 17-26.
This article gives insight into the religious aspect of Their Eyes Were Watching God. This is useful information for teachers to gather and then help their students understand the religious implications in the novel.The World in a Jug and the Stopper in [Her] Hand: Their Eyes as Blues Performance
Johnson, Maria V. "The World in a Jug and the Stopper in [Her] Hand: Their Eyes as Blues Performance". African American Review 32.3 (1998): 401-414. October 8, 2000.
This article explores the novel and the blues movement. It would be interesting to bring in some blues and have the students make their own correlations between the two."Their Eyes Were Watching God by Zora Neale Hurston"
Anderson, Amy. WebQuest. 18 October 2001
http://www.fsu.edu/~CandI/ENGLISH/fsuwebquest3/eyes.htm
This website includes links designed to help student understand all the implications
of Hurston's novel. The links include an introduction that explains a little about
the novel and suggests an activity, an assignment that suggests a creative way to
study the novel, a step by step "quest" that explains the assignment, an evaluation,
and a concluding thought."Zora Neale Hurston's Poetics of Embalmment: Articulating the Rage of Black Women and Narrative Self-Defense"
Davis, Kathleen. African American Review. 26 (1992): 147-159.
Comparing Hurston's novels Dust tracks on a Road and Their Eyes Were Watching
God, Davies explains the implications of the love affair of a black woman. She
talks about the "doubleness" of voice and suggests that Janie's voice was one that
suggested Hurston's true feelings. Davies explains the influence Janie's character
had on the ideals surrounding African American women and their place in the
community.www.novelguide.com/theireyeswerewatchinggod/
October 4, 2000. ©1999-2000 IGD Solutions Corporation.
This web site gives an excellent overview of the book and also goes into detail explaining metaphors and themes throughout the novel. This is useful to teachers in analyzing the novel.www.sdcoe.k12.ca.us/score/eyes/eyetg.htm
October 8, 2000. ©1997 San Diego County Office of Education.
This site gives ideas for activities and teaching aids for Their Eyes Were Watching God.www.nhmccd.cc.tx.us/contracts/lrc/kc/hurston.html
October 8, 2000. Peggy Whitley, November 1997.
This is a great source of background information and outside information on the novel.Reading Activities (compiled by Jessica Martin)
Multiple Choice Test
This is a test that can be given at the very end of the novel. You might want to retype it before giving it. If the answer for a question was not listed, it was “A.” This evaluates the level of reading of the students.
http://www.gradesaver.com/cgi-sys/cgiwrap/readers/quiz.cgiSymbolism
Hurston uses many symbols throughout her novel. This sheet explains some of the major symbols and what they represent. The students could write a journal of how these symbols are used throughout the novel and then discuss what each symbol represents. http://www.sparknotes.com/lit/eyes/themes.html
Pictures of Hurston
These pictures can be made into a transparency and shown to the class. Note the fancy hats that Hurston likes to wear were typical of the time period. These should be shown in conjunction with telling about Hurston’s life. http://i.am/zoraPictures of Zora’s Grave
These are pictures of Zora’s grave. The details of her death are quite pathetic and interesting. The story of Alice Walker’s search for Hurston’s grave could be told at the same time as these pictures are shown. The students could write a creative piece on Alice Walker’s thoughts as she dedicated the grave to Hurston. http://i.am/zoraShort Stories by Hurston
This story can be used to first introduce Hurston as an author. It is useful because it brings up the issue of racism. The theme of racial identity is also present in Their Eyes Were Watching God. http://i.am/zoraEssay on Racial Equality
This essay ties in the issue of racial equality into the novel. It helps the students to make a text to world connection, as racial equality is still an issue today. This essay can be read in conjunction with the short story by Hurston and would be a good springboard of class discussion. http://i.am/zoraHarlem Renaissance
These are two useful cites that give background information about the Harlem Renaissance. They have links to other works written during this time. This information is useful in building the students’ schema. http://www.nku.edu/~diesmanj/harlem_intro.html
http://www.fatherryan.org/harlemrenaissance/Jazz Music
Jazz music was a large part of the African American culture at the time that Hurston wrote Their Eyes Were Watching God. This is a web page that gives information about Jazz during the Harlem Renaissance. I would find samples of the music that is described in this section to play for the students when presenting this information. http://www.belmont.edu/Humanities/literature/kaemmer.htmlLangston Hughes Poetry
These are a few selections of poetry by Langston Hughes. These poems artistically depict the culture of the African American at the time that Hurston wrote Their Eyes Were Watching God. They can be used to make a text to text connection. The students could be assigned to write their own poems after reading the book, or about an experience when they felt discriminated against.Black Dialect of Rural South
This activity helps the students to understand the type of language Hurston uses in the novel. Some students struggle understanding what she is saying because she uses colloquial language. You can have the students read the short story and then do the assignment that follows it. Then you can have students try to create their own story using colloquial language. They can do this by recording person tell a personal narrative and then try to write down the story exactly as the person spoke. http://i.am/zoraCharacter List
This is a list of characters. It summarizes the role each character plays in the novel, distinctive characteristics, and ties them in thematically to the book. It is useful in helping the students distinguish who is who in the novel.
http://www.gradesaver.com/ClassicNotes/Titles/eyes/charlist.htmlStudy Guide or Quiz Questions
This is a list of questions that can be used as a study guide or a quiz at the end of every chapter. Using these questions will help the students to read more closely as they will be quizzed on what they have read. There is also a set of questions that could be used on a final exam.
http://www.yale.edu/ynhti/curriculum/units/1988/3/88.03.03.x.htmlText to Self Writing
These are a series of activities that help the students to connect the themes of the novel to their own lives. It discusses issues of race, prejudice, love, relationships, justice, and injustice. By relating to the texts the students will understand and remember it better.
http://www.yale.edu/ynhti/curriculum/units/1988/3/88.03.03.x.htmlQuotation Exercise
This is an exercise that will help the students to make connections between the life of Hurston and the people and places in Their Eyes Were Watching God. This is a text to text connection that also helps the students to understand the characters better. http://www.yale.edu/ynhti/curriculum/units/1988/3/88.03.03.x.html
Map of Janie’s Journey
This is an activity that can be done as group work or individually. The students physically draw on a map of Florida the events to the book. This helps the students to conceptualize what happened in the novel and to keep events straight. It also helps them to make a text to world connection, as they understand that the places Hurston wrote about were real.
http://www.sdcoe.k12.ca.us/score/eyes/eyetg.htmWriting a Letter to a Character
This activity helps the students to make a text to world connection as they contrast the life of Janie to the life of Mary Reynolds. The students practice their researching and writing skills as they do this activity, and also grow to understand Janie’s character better. http://www.sdcoe.k12.ca.us/score/eyes/eyetg.htmDouble Entry Journal
This activity helps the students read critically, as they are required to write down significant thematic quotes throughout the book. There are many thought-provoking questions presented in the book and this activity helps answer these questions. http://www.sdcoe.k12.ca.us/score/eyes/eyetg.htmPoetic Images
This activity helps students understand the poetic imagery that is used through out Hurston’s novel. It uses the student’s creativity and visual senses to illustrate the picture Hurston is painting with words. http://www.sdcoe.k12.ca.us/score/eyes/eyetg.htmJim Crow Assignment
This is an assignment that will help the students understand the Jim Crow laws and some of the prejudices against African Americans at the time Hurston wrote the novel.
http://www.jimcrowhistory.org/resources/lessonplans/amlit_lp_hurston.htmCompare and Contrast Janie’s husbands
The students are doing a writing exercise that will help them understand the characters in the novel better.Rewrite the ending
Some people are disturbed that Janie kills her husband in the end. It allows the students to practice their writing skills and creativity as they write an alternative ending to the novel.Essay Exam
This exam is to be given at the very end of the unit. It explores themes that have been discussed throughout the novel. It would be helpful to include an example of a good essay and talk about what elements make the essay effective.
http://www.sparknotes.com/lit/eyes/study.htmlSample Essay
This is an essay that I wrote. It serves an example to the students on how to construct an essay. I have also included a critical essay found on
http://www.gradesaver.com/ClassicNotes/Titles/fences/essays/essay1.html.Themes
There are many themes in Their Eyes Were Watching God, and this sheet discusses in depth three of them. A class discussion about the themes in the novel can be useful. This sheet gives specific examples from the books explaining the themes. http://www.sparknotes.com/lit/eyes/themes.htmlMotifs
This sheet helps will help the teacher understand some of the literary devices Hurston uses. These devices help develop and inform the text’s major themes and therefore add depth to the novel. http://www.sparknotes.com/lit/eyes/themes.htmlA Book of Folktales
This activity helps the students understand the style that Hurston uses in Their Eyes Were Watching God. They will illustrate their own folktale thus make text to world and text to self connections. It also promotes class unity as the entire class is working together on a project. http://www.yale.edu/ynhti/curriculum/units/1988/3/88.03.03.x.htmlResearch a topic
Research has shown that those who do most of the work do most of the learning. This is an assignment that allows the students to research a topic from the novel. The students will then have to present the information they learned to the class.Understanding Characters and Quotes
This activity helps the students make a text to world connection. They also will understand Tea Cake’s character better as well as some of Hurston’s objectives in writing the novel.
http://www.yale.edu/ynhti/curriculum/units/1988/3/88.03.03.x.htmlReading Activities (compiled by Angela Nelson)
| Pre Reading | During Reading | After Reading |
Pre-reading Sources:
“American Cultural History.” Kingwood College Library. 12 February 2005 <http://kclibrary.nhmccd.edu/decade30.html>. The historical information from 1930-1939 could be used to explain the conditions in the United States when Zora Neale Hurston wrote the novel. The information expounds on many different historical categories of this time.
Barnes, Sherri. “Black American Feminism.” University of California Santa Barbara Libraries. 12 November 2004. 21 February 2005
<http://www.library.ucsb.edu/subjects/blackfeminism/ah_langlit.html>.
Feminism is a large theme throughout Hurston’s novel. This web page offers a brief idea of what Black American Feminism is and gives many other works that are examples of this theme.
“Character List.” Grade Saver. 2000. 15 February 2005. <http://www.gradesaver.com/ClassicNotes/Titles/eyes/charlist.html>. This website offers a teacher resource which lists and describes each character in the novel. It could be used as a refresher before beginning the unit.
Diesman, Jill. “What was the Harlem Renaissance?” Harlem Renaissance. 12 February 2005 <http://www.nku.edu/~diesmanj/harlem_intro.html>.
This information about the Harlem Renaissance would be useful in introducing the time period that Hurston had written in. It talks specifically about the writers and artists who influenced the Harlem Renaissance.“Exploring Racism Lesson Plan.” Education. 23 February 2005 <http://www.education.ed.ac.uk/ceres/Curriculum/DramaLessonPlans.pdf>.
This website offers lesson plans on a whole unit about racism. These can be used to introduce the theme of racism and the different kinds of racism that have and are influencing society today.
Greller, Katie. “Porches.” Neighborhood Structure. 12 February 2005 <http://www.stolaf.edu/depts/environmental-studies/courses/es-399%20home/es-399-04/Projects/Greller_Project/porches_and_garages.html>.
This website tells of the southern culture that revolves around front porches. This can be used as an introduction material that explains Janie’s story being told on the front porch.
“Language.” The University of North Carolina at Chapel Hill Libraries. 06 December 2004. 22 February 2005 <http://www.lib.unc.edu/instruct/manuscripts/using/language.html>.
There is a significant amount of black/southern dialect used in Hurston’s novel. This website provides a brief description of how dialects are used.
Muse, Clifford L. “Howard University’s Founders and Supporters: The Military and Abolitionist Connection.” HU ArchivesNet. August 2000. 17 February 2005 <http://www.huarchivesnet.howard.edu/0008huarnet/muse1.htm.>
This website is a short description of the founding of Howard University, the university where Zora Neale Hurston went to school. This resource can be beneficial when introducing Hurston’s biography.
Riccio, Mary Ellen. “Folktales of Zora Neale Hurston.” Yale-New Haven Teachers Institute. 14 February 2005 <http://www.yale.edu/ynhti/curriculum/units/1993/2/93.02.10.x.html>.
Before Hurston’s novel is read this website gives ideas about how to introduce folktales that were written at the same time as this novel. The setting can be better understood by talking of other works that are similar.
Ripple, Jeff. “Florida Everglades.” Cyber Island. 23 February 2005
<http://www.florida-everglades.com/>.
This offers descriptions and activities that occur in the Florida Everglades. Before starting Hurston’s novel, the characteristics of the Florida Everglades can be discussed so the students can understand the setting better.During Reading Sources:
“Artemis: Goddess of Light and Protector of the Vulnerable.” Greek Goddess. 17 February 2005 <http://www.goddessgift.com/goddess-myths/greek_goddess_artemis.htm>.
This website describes the Greek Goddess Artemis, also known as Phoebe. This can be used to discuss the symbolism of Janie’s friend Phoeby, whom Janie tells her story to.
Best, Lonnie Lee. “Are You a Hypocrite?” The Hard Core Truth. 17 February 2005. <http://www.hardcoretruth.com/Hypocrisy/>.
Hypocrisy is a theme throughout Janie’s marriage to Joe Starks. This website explains what hypocrisy is, the different kinds of hypocrisy, and causes of hypocrisy. This can be a good reference tool for exploring Jody’s character.
“Cruise Ships Head Toward the Horizon.” 14 February 2005 <http://homepage.mac.com/benbabusis/cayman/cayman-Pages/Image166.html>.
This is a picture of a ship on the horizon. This could be useful to begin a lesson discussing the comparison Janie uses with ships and dreams.
“Hurricane Preparedness Week.” National Hurricane Center. 18 March 2004. 22 February 2005 <http://www.nhc.noaa.gov/HAW2/english/intro.shtml>.
As Janie and Tea Cake are preparing to leave because of the hurricane that is coming, this website can be used for an activity to find more ways to be prepared. It can help students find out more about how a hurricane behaves as well.
Marin, Virginia. “The Color of Folklore.” Suite University. 19 May 2000. 21 February 2004 <http://www.suite101.com/article.cfm/1071/34428>.
Hurston’s novel incorporates many colors that can be viewed as symbolic. This article gives the symbolism of the colors used in folklore. This can be used while reading the novel to explain some of the deeper meanings of Hurston’s use of color.
“Swamps.” Natureworks. 12 February 2005
<http://www.nhptv.org/natureworks/nwep7i.htm>.
This is a simple website that gives basic information about swamps. It lists different kinds of swamps and how swamps are made. This information could be used to explain Janie’s living conditions in the muck. It also has pictures of these swamps.
Tedesco, Priscilla. “Student Activity 1.” Teacher Cyber Guide. 11 February 2005 <http://www.sdcoe.k12.ca.us/score/eyes/Eyesg1.htm#intro>.
This website explores Janie’s journeys throughout Florida. It shows of an activity where students can follow Janie’s travels by creating a map of the places that Janie visits and lives.
Tedesco, Priscilla. “Their Eyes Were Watching God.” Teacher Cyber Guide. 11 February 2005 <http://www.teachnlearn.org/EyesCyberguide.htm>. Another activity that can be started while reading Hurston’s novel is creating a quilt. This website tells of how students can put together the visual images that Hurston creates to make a posterboard quilt.
“The Gite.” Dordogne Breaks. 22 February 2005
<http://www.dordognebreaks.com/pear%20tree.JPG>.
This provides a picture of a single pear tree in a field. This can be useful as Hurston describes Janie sitting under the pear tree dreaming.
“Zora Neale Hurston-Their Eyes Were Watching God.” Teaching Literature and Writing with Technology. 14 February 2005
<http://www.english.uiowa.edu/faculty/boos/images/questions/hurston.htm>.
This is list of study guide questions that students can answer during reading and then use as a review after the book is read.Post-reading Sources:
“Anchoring.” Anchor History and Development. 12 February 2005 <http://www.solarnavigator.net/anchors.htm>.
This website offers the history of anchors. This resource can be used after reading about Logan Killicks to compare Killicks’ name to the meaning, which is anchor. By learning about the anchor students can compare Logan’s character to the functions of the anchor and see the similarities.
“Chocolate Chip Tea Cake.” Chef 2 Chef Culinary Portal. 12 February 2005 <http://recipes.chef2chef.net/recipe-archive/03/018842.shtml>. This is a recipe of a chocolate chip tea cake. An activity for students when they are through with the novel could be to serve or experiment with the many different kinds of tea cakes.
Clarke, David. “Janie’s Journey.” American Literature Honors. 15 February 2005. <http://www.fhs.fuhsd.org/~dclarke/AM_LIT_H/READINGS/UNIT_5/eyes_poster.html.
This is a group activity that tracks the journey Janie makes throughout the novel. This can be a useful activity to help the students remember the main events and allow them to put the events into a creative time line.
Dickinson, Laurie. “Zora Neale Hurston.” Voices from the Gaps: Women Writers of Color. 12 September 1996. 15 February 2005.
<http://voices.cla.umn.edu/newsite/authors/HURSTONzoraneale.htm>.
This website has a link at the bottom of the page where students can e-mail Zora Neale Hurston’s niece, Lucy Ann Hurston. This activity allows students to connect the novel to their world today.
Hinton, Kip A. (editor). Zora Neale Hurston. 12 February 2005
<http://i.am/zora>.
This website offers links to additional information about works by Zora Neale Hurston. It would be a good resource to find more stories, essays, critiques, and pictures for after reading her best known work.
Lavender, Catherine. “Alice Walker, The Color Purple.” Women’s History and Feminist Theory. 29 May 1998. 17 February 2005 <http://www.library.csi.cuny.edu/dept/history/lavender/purple.html>.
Walker’s novel, The Color Purple can provide a supplemental reading that has some of the same themes that Hurston’s novel expresses. This website offers questions that will enhance the reading of Walker’s novel.
Swartz, Jessica. “Literature-Based Newspaper: Their Eyes Were Watching God.” Learn NC. 14 February 2005 <
http://www.learnnc.org/learnnc/lessonp.nsf/0/8898C7A66BF6A4A58525 68B100 722849?opendocument>.
This website shows an activity where students can create a newspaper article to go in the Eatonville news. It can be an activity to judge comprehension of ideas from the novel.
“The Oppression of Women.” 14 February 2005 <http://www.mehs.educ.state.ak.us/portfolios/jaimes/schoolprojects/engprojects/women.html>.
This essay on the oppression of women can be used to spark a debate about the truths that Hurston points out about the constriction of women in Janie’s time compared to the truths in today’s world.
“The Search for Identity: Their Eyes Were Watching God.” Power to Learn. 12 February 2005 <http://www.powertolearn.com/teachers/lesson_activities/language_arts/CBV.21.E.LA.R3.F.pdf>.
Power to Learn offers different ways to incorporate ideas while teaching Their Eyes Were Watching God. The Final Group Project is a television talk show. The students interview Logan, Tea Cake, and Jody to find the perfect match. This would be good to incorporate a fun twist on the little details of the text into the classroom.
“Zora!” Zora Festival. 2005. 17 February 2005
<http://www.zoranealehurston.cc/>.
This website explores the annual festival that is held in behalf of Zora Neale Hurston. It tells of various activities that take place, and can be used to show students how Hurston is celebrated today.
Back to Hurston's Page
Reading Resources and Unit Guide for this Novel