Objectives

• Analyse how Larson uses a dual narrative structure to create irony and dramatic tension across the Burnham and Holmes storylines.
• Identify and evaluate the specific language techniques — including foreshadowing, gothic imagery, and selective detail — Larson deploys to construct suspense in a work of narrative non-fiction.
• Explain how Larson presents the American Dream as both an enabling ideal and a cover for exploitation, using evidence from at least two characters.
• Write an evidenced analytical paragraph that embeds quotation, names a technique, and links the effect back to a stated argument about the text as a whole.
• Evaluate how Larson constructs Holmes as a figure of deceptive identity, tracing the accumulation of aliases, victims, and architectural metaphors across Parts Two and Three.
• Compare the ways Burnham and Holmes each embody and distort the theme of ambition, supporting the comparison with precisely located textual evidence.

The sequence

1. Lesson 1: Two Men, One Fair: Larson's Dual Narrative and the Prologue's Promise

   55 min · ch. 1, 2, 3, 6

   Do now

   The chapter title 'I Have Been Waiting for You' (Ch.1, Prologue) suggests that someone is expressing anticipation, possibly a character longing for a reunion with a loved one or a long-lost friend. It could also indicate a more ominous tone, where a character is waiting for someone to confront or reckon with their past. The title evokes a mood of yearning, with the word "waiting" carrying the most emotional weight.

   Teacher input

   Model a structural reading of Ch. 1 (Prologue) and Ch. 2 (The Fair Begins to Take Shape). Start by reading aloud Larson's opening paragraph of the Prologue, which immerses the reader on a train with Holmes. Highlight how the present-tense narration ('The conductor announces the next stop') creates a sense of immediacy in this non-fiction text. Then, guide students in annotating the shift to past tense when Larson transitions to Burnham in Ch. 2, emphasizing that this tense change signals the two-track structure that will be present throughout the entire book.

   Independent task

   Students will read the first three paragraphs of Chapter 3 (The Invitation) and the first three paragraphs of Chapter 6 (The Doctor Builds His Castle). Following this, they will compose a structured comparison paragraph of 150–200 words using the frame: 'Larson presents [Burnham / Holmes] as… whereas… This structural juxtaposition suggests…'. The paragraph should include at least two quotations, one from each chapter, and must identify the technique Larson employs to indicate the shift between narratives. Students are to submit their annotated paragraphs at the end of the lesson.

   Exit ticket

   In one sentence, name the technique Larson uses in Ch.1 to make a historical event feel immediate, and explain in a second sentence why that technique is unusual in a work of non-fiction.

2. Lesson 2: Architecture of Evil: How Holmes's Castle Mirrors His Character

   55 min · ch. 6, 10

   Do now

   Re-read this sentence from Ch. 6 silently: Larson describes Holmes's building as having 'a secret room, a hidden staircase, a greased chute'. In under three minutes, jot down all the associations you can think of for the word 'chute' — whether physical, metaphorical, or gothic. Be prepared to share one.

   Teacher input

   Model a close language analysis of the passage in Chapter 6 where Larson describes the construction of Holmes's 'castle' on 63rd Street, particularly the paragraph about the soundproofed vault and the gas pipes leading to the guest rooms. Illustrate how Larson's use of architectural terms like 'vault', 'chamber', and 'chute' serves a dual purpose: they accurately describe the building while also evoking a gothic atmosphere. Teach students to craft a single analytical sentence that identifies the semantic field, quotes the term, and explains how it enhances the reader's perception of Holmes's character.

   Independent task

   Students should choose one room or structural feature from Holmes's building as described in Chapters 6 or 10 (The Holmes Murders Begin). They will write two analytical paragraphs, totaling 200–250 words, arguing how Larson's description of that particular space reveals something about Holmes's character or method. Each paragraph must start with a topic sentence that presents a claim, include at least one direct quotation with a page reference, identify a language or structural technique, and conclude with a sentence that connects back to the theme of deceptive identity. Before submitting their work, students should annotate their paragraphs by underlining the technique label in each one.

   Exit ticket

   Write one sentence identifying the semantic field Larson draws on most heavily in his descriptions of Holmes's building in Ch.6, and one sentence explaining what that semantic field asks the reader to feel.

3. Lesson 3: The Dream and Its Discontents: Ambition, the Fair, and the American Ideal

   55 min · ch. 4, 8, 12

   Do now

   Read the two brief passages on the board: the first is from Chapter 4 (The Architect and the City), where Burnham expresses his goal to 'out-Eiffel Eiffel.' The second is from Chapter 6, where Holmes assures a potential tenant that his building will be 'the finest in the city.' Take four minutes to jot down three bullet points highlighting the similarities between these statements and one bullet point noting a difference.

   Teacher input

   Model a thematic reading of Chapters 4 and 8 (The Trouble with Burnham), with a focus on the section in Chapter 4 where Larson references Burnham's notebook entry about his aspiration to make Chicago "the most beautiful city in the world." Start by outlining Larson’s apparent claim regarding the American Dream—that it rewards bold ambition. Next, identify the counter-evidence presented in Chapter 8, where Burnham's relentless ambition results in the tragic death of his partner Root and nearly jeopardizes the entire project. Finally, guide students on crafting a thesis sentence that captures the tension between these two ideas.

   Independent task

   Students will compose a 200–250-word analytical response to the question: 'In what ways does Larson depict the figures of Burnham and Holmes in Chapters 4, 8, and 12 to illustrate ambition as both a creative and destructive force?' Each student must reference at least one specific moment from each of the three chapters, incorporate a minimum of three quotations, and finish with a concluding sentence that assesses which character Larson portrays as the more perilous representation of unchecked ambition. Responses will be submitted for written feedback.

   Exit ticket

   In two sentences, explain how the passage in Ch.4 where Burnham vows to 'out-Eiffel Eiffel' connects to the book's broader argument about the American Dream — and whether Larson endorses, critiques, or complicates that dream.

4. Lesson 4: Suspense in Non-Fiction: Foreshadowing, Omission, and the Reader's Dread

   55 min · ch. 7, 9, 11, 13

   Do now

   Prediction: In the chapter titled 'Cruelest Month,' Larson will likely depict a time of hardship and emotional turmoil that challenges the characters. The word "Cruelest" in the title sets a strong expectation of suffering and difficulty, suggesting a focus on painful experiences.

   Validation: After reading the opening paragraph of Chapter 7, my prediction was accurate as Larson vividly illustrates a setting filled with tension and despair, aligning with the notion of a "cruel" month.

   Teacher input

   Model a craft analysis of Ch. 7 (Cruelest Month) and Ch. 13 (The Fair Closes), focusing on the paragraph in Ch. 7 where Larson notes Emeline Cigrand's arrival at Holmes's building. He then immediately shifts to a description of the fair's progress, leaving her fate unresolved in that chapter. This cut — the intentional withholding of information — serves as a foreshadowing device. It invites students to consider how narrative omission works as a technique: 'By cutting away just as Emeline enters the building, Larson compels the reader to fill in the gaps, drawing us into the horror he has yet to reveal.'

   Independent task

   Students will select a moment of narrative omission or foreshadowing from Chapter 9 (The Fair Opens), Chapter 11 (The Fair at Its Height), or Chapter 13 (The Fair Closes). This is a moment where Larson deliberately withholds information, cuts away, or introduces a detail whose importance only becomes evident later. They will then compose an analytical paragraph of 180 to 220 words that identifies the specific moment by chapter and its approximate location, quotes the relevant sentence or phrase, names the technique used (such as foreshadowing, dramatic irony, ellipsis, or prolepsis), explains how this technique affects the reader, and connects it to Larson's overall aim in crafting a non-fiction text that feels like a thriller. Finally, students should submit their paragraph along with the relevant passage from the text attached or copied below it.

   Exit ticket

   Write one full sentence explaining what narrative omission is, and a second full sentence giving the specific example from Ch.7 — naming Emeline Cigrand — that the teacher modelled today, explaining why it is an example of that technique rather than simply a gap in the historical record.

5. Lesson 5: Timed Essay: Larson's Construction of Good and Evil Across the Whole Text

   60 min · ch. 1, 4, 6, 9, 10, 13, 16

   Do now

   Spend the first five minutes of the lesson crafting your thesis sentence in response to today's essay question. It should be a single sentence, no longer than 35 words, clearly stating your position and mentioning at least two techniques. Avoid starting with 'In this essay' or 'Larson uses many techniques'. Submit it to the teacher before you start writing.

   Teacher input

   Before students start writing, show them how to pick and rank evidence. On the board, share four quotes from different parts of the text: one from Ch. 1 (the Prologue's present-tense opening), one from Ch. 6 (the section about the gas pipes in Holmes's castle), one from Ch. 10 (when Holmes introduces himself to Julia Smythe under a fake name), and one from Ch. 16 (the Epilogue's final thoughts on the fair's legacy). Talk through your thought process as you decide which quote to use first by asking: "Which piece of evidence best supports my thesis?" This demonstrates the importance of writing essays driven by arguments rather than just quotes.

   Independent task

   Write a comprehensive analytical essay of 600–800 words in response to the following question: "How does Larson use the parallel stories of Daniel Burnham and H. H. Holmes to explore the relationship between ambition and evil?" Your essay should include an introduction with a clear thesis statement; at least three well-developed body paragraphs, each starting with a topic sentence that supports your argument; references to events or passages from at least four of the following chapters — Ch.1, Ch.4, Ch.6, Ch.9, Ch.10, Ch.13, Ch.16 — including at least four integrated quotations; a discussion of at least two specific techniques (such as: dual narrative structure, gothic imagery, foreshadowing, semantic field, dramatic irony, selective detail); and a conclusion that offers a final evaluative judgement on which narrative thread Larson utilizes more effectively to convey his argument, and why. You are allowed to refer to your annotated text, but you cannot use notes written by anyone other than yourself.

   Exit ticket

   Without looking at your essay, write one sentence stating the single most important piece of evidence you used today and one sentence explaining why you chose it over any other quotation available to you — what does it prove that nothing else proves as well?

Activities

Assessment

• Lesson 1 exit ticket checks whether students can name present-tense narration as a technique and articulate why it is unusual in non-fiction.
• Lesson 2 paragraph check looks for a correctly identified semantic field drawn from Ch.6's architectural vocabulary and a technique label in each body paragraph.
• Lesson 3 thesis sentence review checks whether students can hold two ideas in tension — ambition as creative and destructive — in a single arguable claim.
• Lesson 4 paragraph checks whether students can name narrative omission or foreshadowing as a technique, locate a specific instance in Ch.7, Ch.9, Ch.11, or Ch.13, and link it to Larson's purpose as a non-fiction writer.
• Lesson 5 opening thesis hand-in checks whether students can write an argument-led thesis that names at least two techniques before the essay begins.

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.
• RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story or drama.
• RL.11-12.5 — Analyse how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning.
• RI.11-12.6 — Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analysing how style and content contribute to the power, persuasiveness, or beauty of the text.
• 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 the literary text and supports that claim with evidence.
• Figurative Language (FIG-1) — Explain the function of specific words and phrases in a literary text, including their connotative meanings and the semantic fields they create.
• Narration (NAR-1) — Explain the function of point of view, including shifts in tense and perspective, and how those choices shape meaning.
• Structure (STR-1) — Explain how the author's structural choices — including the dual narrative and chapter sequencing — contribute to the text's meaning.
• Character (CHR-1) — Explain the function of contrasting characters and how their juxtaposition develops theme.

AQA

• AO1 — Read, understand and respond to texts; maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received.
• AO4 — Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

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 the writer's use of language, form and structure.
• AO5 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.