In our high school literature studies, we often stick to tried and true classics, which is fine. There are very good reasons why these books are classics. But what if you want to read something newer, but somehow related to a classic? What if you want to extend learning for your students and want to choose a similar book? What if your students must read a certain number of books to fulfill state objectives (Georgia’s GPS require students to read 20 books a year) and you want to steer them toward books related to others you have studied?
I provide you with ten recommendations for extension. Feel free to share your own suggestions in the comments.
Ahab’s Wife by Sena Jeter Naslund
Read it with Moby Dick by Herman Melville
What it’s about: In a small passage in his chapter, “The Symphony,” Melville’s Captain Ahab tells Starbuck about his young wife. As God fashioned Eve from Adam’s rib, so Naslund from Melville’s brief description creates Una, who begins her own narrative no less memorably than Ishmael began his: “Captain Ahab was neither my first husband nor my last.” Una’s story is every bit as fascinating as that of her husband. She meets and rubs shoulders with such ninethenth century luminaries as Margaret Fuller, Maria Mitchell, Frederick Douglass, Nathaniel Hawthorne, and Ralph Waldo Emerson. The book is a lush garden of literary allusion, from Spenser’s The Faerie Queene to Homer’s Odyssey.
Why students should read it: Naslund’s Una is one of the literary characters you will wish you could meet in real life. She is vibrant and real. Students will learn a great deal about mid-nineteenth century life and history from reading the book, too. The prose is gorgeous literary fiction.
A Thousand Acres by Jane Smiley
Read it with King Lear by William Shakespeare
What it’s about: Larry Cook, a farmer in Zebulon County, Iowa, decides to divide his thousand-acre farm among his three daughters, Ginny, Rose and Caroline, insisting he is saving them an inheritance tax. The daughters do not want him to do this, but Larry possesses a single-mindedness that will not be crossed. When Caroline objects more firmly, she is cut out of the deal. The family gradually implodes under Larry’s seeming madness, a suit to get back his land, and Ginny and Rose’s competition for the affections of neighbor’s son Jess Clark.
Why students should read it: This Pulitzer-prize winning novel closely mimics the plot of King Lear, but gives Lear’s daughters some depth — while Goneril and Regan are “unnatural hags,” Ginny and Rose have good reasons for hating their father, and Caroline is not the unflinchingly honest daughter that Cordelia is. Students will see quite clearly how Shakespeare’s timeless stories and themes still apply to readers today. Students will be fascinated by how Smiley takes a quintessentially British author’s story and makes it profoundly American.
A Lesson Before Dying by Ernest J. Gaines
Read it with To Kill a Mockingbird by Harper Lee
What it’s about: Jefferson is a young black man who is in the wrong place at the wrong time. Falsely accused of murder, tried by a jury of his white “peers,” and sentenced to death by electrocution by a dismissive judge, Jefferson believes the defense attorney’s closing argument, which compares him to a “hog.” Grant Wiggins (no relation to Grant of UbD fame!), a teacher at the black school in the Quarter, is employed by Jefferson’s godmother to help Jefferson die like a man.
Why students should read it: While To Kill a Mockingbird works because a child who doesn’t understand why certain things should be reports what she sees, this novel works because a jaded, bruised, and downtrodden teacher who is all too acutely aware of the oppression of racism tells us the story of the journey to self-discovery. It’s a powerful book, and through a study with To Kill a Mockingbird would make for interesting exploration into the justice system as it existed in the 1930’s and 1940’s, as well as questions of inequity in education and living conditions. Both teach profound lessons about acceptance and love.
The Ghost Writer by John Harwood
Read it with The Turn of the Screw by Henry James and/or Great Expectations by Charles Dickens
What it’s about: Gerard Freeman is an Australian librarian who lives with his mother “” a clingy, obsessive woman afraid above all that Gerard will leave her. His only real friend is a pen-friend, Alice Jessell, an English woman with an injury which confines her to a wheelchair. Though the two have never met, they have been corresponding since they were 13 and eventually fall in love. Intensely curious about his mother’s past after finding short fiction written by her grandmother, Viola, Gerard travels to England to see Miss Jessell and learn more about the darkest secrets of his mother’s past.
Why students should read it: If your students thought Miss Havisham was deliciously creepy and loved the haunted Victorian feel of The Turn of the Screw, they will enjoy Harwood’s love letter to both novels. Viola’s creepy short stories are as delightful as the novel itself and would be good illustrations of the “story within a story” idea that students might encounter in other works, such as Hamlet.
The Poisonwood Bible by Barbara Kingsolver
Read it with Heart of Darkness by Joseph Conrad
What it’s about: Baptist minister Nathan Price takes his wife and four daughters to the Belgian Congo [Democratic Republic of the Congo] to serve as missionaries right before that country’s independence from Belgium. The story is told through the viewpoint of Orleanna Price, Nathan’s wife, and each of his four daughters: Rachel, Adah, Leah, and Ruth May. Africa has a way of getting under the skin of the Price family women, each in a different way, and the book is a grim illustration of America’s own culpability in the devastation of colonialism on the African continent.
Why students should read it: The novel is rich in gorgeous prose and biblical allusion and shows readers a side of colonialism that is an interesting counterpoint to Conrad’s vision in Heart of Darkness. Kingsolver has a gift for creating vivid, realistic characters and bringing her setting into vivid relief (see also her novel The Bean Trees for an example set in America).
The Dante Club by Matthew Pearl
Read it with The Inferno by Dante and/or selections from the poetry of Henry Wadsworth Longfellow, James Russell Lowell, Oliver Wendell Holmes, and the other “Fireside Poets.”
What it’s about: A murderer is stalking Boston. Strange and gruesome crime scenes appear to be coming right from the pages of Dante’s Inferno. The Dante Club, the group of poets engaged in helping Henry Wadsworth Longfellow translate Dante’s work, are the only ones who make the connection — which also makes them the likeliest suspects!
Why students should read it: Students studying Dante’s Inferno will gain an understanding of and appreciation for Dante’s work and the path scholars took to make it accessible for American readers. Pearl’s novel is also an interesting insight into literary Boston following the Civil War.
Possession by A.S. Byatt
Read it with British Victorian poets, such as Robert Browning, Elizabeth Barrett Browning, Alfred, Lord Tennyson, and others.
What it’s about: The relationship between Randolph Henry Ash, a fictional Victorian poet modeled perhaps after Robert Browning, and Christabel LaMotte, is uncovered by literary scholars Roland Mitchell and Maud Bailey, who turn Victorian literary scholarship on its head with their findings.
Why students should read it: I will admit that perhaps you want to recommend this one to your most voracious and enthusiastic readers because it is not an easy read, but it is a rewarding read. Students will be fascinated to learn about the dark, seedy underworld that is literary scholarship when territorial specialists are more concerned with preserving their pet theories than with disseminating the truth about their “charges.” The love story at the center will likely appeal to the resident romantic in high school and college students.
The Thirteenth Tale by Diane Setterfield
Read it with Jane Eyre by Charlotte Brontë, Wuthering Heights by Emily Brontë, The Woman in White by Wilkie Collins, The Picture of Dorian Gray by Oscar Wilde, Northanger Abbey by Jane Austen, and/or The Turn of the Screw by Henry James.
What it’s about: Margaret Lea, a fan of nineteenth century fiction like Jane Eyre, turns up her nose at the popular books of Vida Winter. Until, that is, her father, a rare book dealer for whom she works, acquires a first edition of Miss Winter’s Thirteen Tales of Change and Desperation. Margaret tears through the book, dismayed to discover the title is a ruse: the book lacks a thirteenth tale. Miss Winter, impressed by Margaret’s writing, contacts her to write her own biography, tantalizingly promising the secret of the thirteenth tale will be hers if she accepts.
Why students should read it: Setterfield clearly loves gothic fiction of the 1800’s, and I have to admit, I finally read Jane Eyre this past fall because of Setterfield’s devotion to the book as expressed through the pages of her own novel. This novel will hook students with its mystery and gothic atmosphere, while enhancing their appreciation for the gothic fiction of the nineteenth century.
Wicked by Gregory Maguire
Read it with The Wizard of Oz by L. Frank Baum
What it’s about: Maguire tells the famous story of Dorothy’s nemesis, the Wicked Witch of the West, through her own words and in a sympathetic light. This answer to Baum’s classic becomes a political allegory in the deft hands of Maguire, who imagines the Wicked Witch to be Elphaba, shunned and rejected from childhood, and fashions a complicated past complete with Galinda (Glinda — her college roommate and friend!), the Winkies, and the Wizard himself.
Why students should read it: Most high school and college students won’t be studying The Wizard of Oz, I suppose, but they will benefit from looking at the other side of the story and examining point of view in narrative. Students will be hooked because of what they already know of this story, but they will stay intrigued by what they learn when Elphaba shares her side.
Reading Lolita in Tehran by Azar Nafisi
Read it with Lolita by Vladimir Nabokov, Pride and Prejudice by Jane Austen, The Great Gatsby by F. Scott Fitzgerald, and Daisy Miller by Henry James
What it’s about: Azar Nafisi was a literature professor when the Shah of Iran was overthrown and Ayatollah Khomeini became the leader of the new Islamic republic. She was fired when she refused to wear the veil, but secretly conducted a book club for female students. This book chronicles her stories teaching Western literature both in and out of a university setting. Her focus is on the four books mentioned above and her Middle Eastern students’ responses to and connection with Western literature.
Why students should read it: Not only does this memoir give Western students a different lens through which to interpret literature, but it also gives students a new and deeper appreciation for these four books of the Western canon. The trial of The Great Gatsby was particularly intriguing to me; I shared this section with my American literature Honors students when we studied Gatsby. I also read Lolita after reading this book (thank you Professor Nafisi — it was wonderful).
Do you have other recommendations for books that can be paired with classics?
How do you decide what your students read?