Objectives

• Analyse how Mitchell constructs Scarlett O'Hara as a contradictory protagonist through free indirect discourse and selective narrative sympathy in Chapters 1–5.
• Explain how Mitchell uses the fall of Atlanta and the return to Tara (Chapters 16–25) to dramatise the collision between romantic ideology and brutal material reality.
• Evaluate how Mitchell's portrayal of enslaved and Black characters — particularly Mammy and Prissy — reproduces Lost Cause mythology, using specific passages from Chapters 1–5 and 16–20 as evidence.
• Write an evidenced analytical paragraph that embeds and interrogates a quotation from the novel rather than merely paraphrasing it.
• Construct a sustained essay argument about Scarlett's relationship with the past, tracing it across at least three chapter groups (Chapters 1–5, 21–25, and 51–63) and weighing competing critical interpretations.
• Assess how Mitchell's narrative closure in Chapters 51–63 both satisfies and undermines the conventions of the romance plot.

The sequence

1. Lesson 1: Who Is Scarlett O'Hara? Constructing a Contradictory Protagonist

   55 min · ch. 1, 2

   Do now

   Without opening the novel, I assume Scarlett O'Hara is a strong-willed Southern belle who uses her charm to get what she wants. I expect her to face challenges that test her resilience and adaptability. After reading the first two paragraphs of Chapter 1, I'm surprised by how immediately the narrative captures Scarlett's complexity, revealing her selfishness alongside a hint of vulnerability.

   Teacher input

   Model a close reading of the opening sentence of Chapter 1: 'Scarlett O'Hara was not beautiful, but men seldom realized it when caught by her charm.' Analyze how Mitchell's use of free indirect discourse places the reader both within and outside Scarlett's experience—acknowledging her flaw while simultaneously explaining it away through the eyes of men. This dual movement, an honest observation quickly followed by a form of justification, forms the structural core of how the novel portrays Scarlett. Connect this to the description of her eyes—'pale green' against 'magnolia-white skin'—which frames her as both a Southern belle and a predator.

   Independent task

   Students will read the scene in Chapter 2 (the Twelve Oaks barbecue) where Scarlett professes her love for Ashley Wilkes, only to be turned down. After reading, they will write a single PEEL paragraph of 150–200 words in response to the question: "How does Mitchell use Ashley's refusal in Chapter 2 to highlight the difference between Scarlett's self-image and reality?" In their paragraph, students should include at least one direct quotation from the refusal scene, analyze a specific word or phrase, and conclude with a sentence that links this moment to the novel's larger themes of Scarlett's self-deception. The completed paragraph should be submitted at the end of the lesson.

   Exit ticket

   In one sentence, explain what free indirect discourse is and identify one other moment in Chapters 1–5 — other than the opening line — where Mitchell uses it to create ironic distance from Scarlett's perspective.

2. Lesson 2: Fire and Starvation: Ideology Meets Material Reality in Chapters 16–25

   55 min · ch. 4, 5

   Do now

   Read the single paragraph in Chapter 25 that begins 'She was seeing things with new eyes' — the moment Scarlett pulls the radish from the earth at Tara and makes her vow. Without discussing it with anyone, write three observations: one about what Scarlett says, one about how Mitchell expresses it (a specific word choice), and one question that the passage raises for you.

   Teacher input

   Model how to interpret the radish-and-vow passage in Chapter 25 as a crucial structural turning point instead of just a motivational speech. Guide students in observing how Mitchell transitions from third-person close narration to a more mythic tone — the language becomes grand ('God is my witness… I'm never going to be hungry again'), the setting is intentionally dramatic (the red Georgia earth, the fading light), and Scarlett is portrayed as a symbol of Old Testament defiance rather than a realistic character. Highlight how this move toward mythologizing encourages the reader to admire survival without questioning its methods, and link this to the earlier chaos in Chapter 16 (the burning of Atlanta), where survival is raw and unadorned.

   Independent task

   Students are tasked with writing a comparative paragraph of 180–220 words that answers the following question: "How does Mitchell depict Scarlett's experience of crisis in the burning of Atlanta (Chapter 16) compared to her vow at Tara (Chapter 25)? What does the change in narrative style between these two moments reveal about Mitchell's perspective on Scarlett?" In their paragraphs, students must include quotes from both chapters, identify the specific shift in tone or register between the passages, and provide a clear analytical insight into what Mitchell's narrative choices indicate about the values of the novel. The completed paragraph is to be submitted at the end of the lesson.

   Exit ticket

   Write one sentence explaining what you understand by 'narrative register' and one sentence identifying which of the two passages — Chapter 16 or Chapter 25 — you think Mitchell intends the reader to find more morally serious, and why.

3. Lesson 3: The Lost Cause in the Text: Race, Myth, and Mitchell's Ideological Contradictions

   55 min · ch. 1, 4

   Do now

   Read the description of Mammy in Chapter 1 — starting with 'The house negroes of the County considered themselves superior to white trash' — and the portrayal of Prissy's actions during Melanie's labor in Chapter 17. Write two observations: identify one similarity between both passages and one difference in how Mitchell presents the character's relationship with Scarlett.

   Teacher input

   Model a critical reading of the passage in Chapter 1 where Mammy is introduced, demonstrating how Mitchell humanizes Mammy through specific details—such as her physical presence and her authority over Scarlett—while simultaneously confining her within a Lost Cause narrative by emphasizing her loyalty to the O'Haras as her most defining trait. Use the technique of reading against the grain: what elements does the text reveal that it doesn't aim to highlight? Explore how Mammy's lack of a surname, her absence of personal depth, and her role as a moral compass for Scarlett's behavior contribute to the novel's romanticized depiction of plantation life. Introduce the term 'ideological blind spot' and show how to incorporate it into a written sentence.

   Independent task

   Students are tasked with writing an analytical paragraph of 180–220 words in response to this question: "How does Mitchell's portrayal of Mammy in Chapters 1–5 and Prissy in Chapters 16–20 reflect the Lost Cause mythology that influenced the novel's cultural context?" Each student must quote from at least one of the two passages discussed in the do-now activity. Additionally, they need to accurately include the terms "ideological blind spot" or "Lost Cause" in their paragraph. Furthermore, the paragraph should contain a sentence that recognizes the perspective of someone defending Mitchell's characterization before refuting or qualifying that viewpoint. The completed paragraph is due at the end of the lesson.

   Exit ticket

   In two sentences, explain what 'Lost Cause mythology' means and identify one specific detail in Mitchell's portrayal of either Mammy or Prissy that you think most clearly illustrates it.

4. Lesson 4: Rhett Butler and the Problem of the Anti-Hero: Chapters 36–45

   55 min · ch. 8, 9

   Do now

   Read the scene in Chapter 36 where Rhett gives the Ku Klux Klan raiders a false alibi following Frank Kennedy's death. Without peeking ahead, make a prediction: does Mitchell want the reader to admire, condemn, or feel a more complex reaction to Rhett's actions? Write two sentences to support your prediction, referencing how Mitchell has portrayed Rhett so far.

   Teacher input

   Model a close reading of the scene in Chapter 37 where Rhett proposes to Scarlett right after Frank Kennedy's funeral, focusing on their dialogue that starts with 'You need a husband.' Illustrate how Mitchell uses Rhett's words to highlight Scarlett's vulnerability while also showcasing his own power. The proposal feels like a business deal, yet the narrative leans towards Rhett by giving him the cleverest lines and a sharp understanding of Scarlett's character. Show how to analyze dialogue as a deliberate choice: what does Mitchell achieve by having Rhett make this proposal during a time of grief and weakness, instead of during a moment when Scarlett is feeling strong?

   Independent task

   Students are tasked with writing a paragraph of 180–220 words in response to the question: "How does Mitchell portray Rhett Butler's behavior in Chapters 36–40 to challenge the reader's moral judgment of him?" In their responses, students must reference at least two specific instances from these chapters—one where Rhett comes across as sympathetic and another where his actions raise moral concerns. They should include a quotation from at least one of these moments and conclude with a sentence that clearly states what Mitchell aims for the reader to feel about Rhett by the end of this group of chapters. The finished paragraph is to be submitted at the end of the lesson.

   Exit ticket

   Write one sentence explaining what an 'anti-hero' is, and one sentence arguing whether or not Rhett Butler fits that definition based on his actions in Chapters 36–40.

5. Lesson 5: Tomorrow Is Another Day: Closure, Irresolution, and the Final Reckoning

   60 min · ch. 1, 5, 11

   Do now

   Read the final two pages of Chapter 63 — from 'She could get Rhett back' to the novel's closing line, 'After all, tomorrow is another day.' Without any prompting, write two sentences: one describing Scarlett's choice, and another expressing your feelings about that choice as a reader and your reasons for those feelings.

   Teacher input

   Model a reading of the novel's closing paragraph in Chapter 63, illustrating how Mitchell's final line — 'After all, tomorrow is another day' — serves as both a compelling character insight and a conscious narrative avoidance. Highlight how the structure of the sentence (the subordinating 'after all', the indefinite 'another') reflects Scarlett's tendency to postpone: she doesn't solve the issue; she simply pushes it to a later time. Guide students in examining endings as conscious craft choices — Mitchell opts for ambiguity instead of resolution, prompting the reader to consider whether Scarlett's resilience is heroic, delusional, or a mix of both. Relate this to the novel's early chapters, where Scarlett's unwillingness to confront uncomfortable thoughts is portrayed as both her biggest flaw and her most effective survival strategy.

   Independent task

   Write a full essay of 500–600 words in response to the following question: "How does Mitchell use Scarlett O'Hara's relationship with the past to structure the novel's argument about survival and self-deception?" Your essay must include a clear thesis statement in the opening paragraph that presents a specific, arguable claim regarding Mitchell's intentions. Be sure to discuss at least three moments from different parts of the novel: one from Chapters 1–5 (Scarlett's pre-war identity at Tara), one from Chapters 21–25 (the return to Tara and the vow), and one from Chapters 51–63 (the final reckoning after Melanie's death and Rhett's departure). Each moment should be supported by an embedded quotation of no more than fifteen words. In your final paragraph, address the novel's closing line directly — "After all, tomorrow is another day" — and evaluate whether this ending portrays Scarlett's relationship with the past as a strength, a weakness, or an unresolved contradiction. Essays are to be submitted at the end of the lesson.

   Exit ticket

   In two full sentences, state the thesis you argued in your essay and identify the single piece of textual evidence from the novel that you found most persuasive in supporting it — explaining in that same sentence why that evidence is more convincing than the alternatives you considered.

Activities

Assessment

• Lesson 1 exit ticket: checks whether students can define free indirect discourse and locate a second example in Chapters 1–5, distinguishing it from straightforward narration.
• Lesson 2 PEEL paragraph: checks whether students can identify a shift in narrative register between two specific passages and connect that shift to Mitchell's values rather than simply summarising plot.
• Lesson 3 paragraph: checks whether students can deploy the term 'Lost Cause mythology' accurately and sustain a counter-argument before qualifying or refuting it.
• Lesson 4 exit ticket: checks whether students can apply the term 'anti-hero' with precision and ground their judgement in Chapters 36–40 rather than in general impressions of Rhett.
• Thesis Surgery activity: checks whether draft thesis sentences are arguable and analytical rather than descriptive, before students commit to a position in the summative essay.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
• RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story or drama, including where a story is set, how the action is ordered, and how the characters are introduced and developed.
• RL.11-12.6 — Analyse a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, irony, or understatement).
• W.11-12.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

AP Literature

• Literary Argumentation (LAN-1) — Develop a thesis that makes a defensible claim about a literary text and support it with relevant and sufficient evidence.
• Figurative Language (FIG-1) — Explain the function of specific words and phrases in a literary text, including connotation, metaphor, and tone.
• Character (CHR-1) — Explain the function of a character, including how characters are developed through narration, dialogue, and action, and how they contribute to the meaning of the work as a whole.
• Narrator and Perspective (NAR-1) — Explain the function of point of view and narrative distance, including the effect of free indirect discourse on the reader's relationship to a character.

AQA

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary texts, including the effects of language, form, structure, and narrative voice.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received, including the Lost Cause tradition and the novel's publication history.
• AO5 — Explore literary texts informed by different interpretations, including critical readings that contest the novel's racial politics.

Edexcel

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary texts, with particular attention to narrative technique and characterisation.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.
• AO4 — Explore connections across literary texts, including connections between Mitchell's narrative choices and the conventions of the romance and historical novel.