Lord of the Flies

Questioning what "boys will be boys" even means since 1954.

  • Course Length: 3 weeks
  • Category:
    • Literature
    • High School

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Before Young Shmoop ever read Lord of the Flies, we thought it'd make nice, light summer reading.

"A bunch of little boys on an island? Sign us up."

Clearly we didn't read the book jacket all the way through. As it turns out, William Golding's 1954 novel, Lord of the Flies, is bad to the bone. Golding is hardcore about investigating extreme human behavior through literature—and by the time this course is over, you will be, too.

Through Common Core-aligned activities, research projects, and enough quizzes to shake a pig's head on a stick at, you will

  • integrate research about human nature into character analyses of our boys Jack, Piggy, and the rest of the gang.
  • study and explain informational text about the Milgram Experiment, Post-Traumatic Stress Disorder, mob mentality, and Maslow's Hierarchy of Needs.
  • support literary analysis and factual claims with textual evidence and in-text parenthetical citations.
  • write a persuasive essay on whether human beings are naturally good or naturally evil.
  • collaborate with peers on the discussion board.
  • analyze character arcs through the lens of fear versus logic.

Is that the call of the conch we hear? Better get moving, Shmoopers.


Unit Breakdown

1 Lord of the Flies - Lord of the Flies

Lord of the Flies is a definite classic, dealing with themes of civilization and primitivy, rules and order, and fear and power. Basically: in this course, we'll explore all of human nature in fifteen lessons. Get ready for readings from the novel, thematically related nonfiction, and—of course—writing assignments and multiple choice quizzes.


Sample Lesson - Introduction

Lesson 1.08: Absurd Behavior in LOTF: Drama or Trauma?

Photograph of a silver compact BMW car. If you're into that kind of thing.
We're totally a BMW. #sohot
(Source)

We think it's safe to say that our island friends aren't acting quite like they used to now that they've been on the island for a while. While everything was fine and dandy between the boys in the first few chapters of the book, there seems to be some serious drama popping up as their stay on the island extends.

Between the squeals of fear, the stupid fights, the tears, and the pettiness, we could easily just write the characters in LOTF off as drama queens—this book is beginning to look eerily similar to one of those dramatic survival reality TV shows. However, in today's lesson, we we're going to do what we do best in this course—we're going to look at the boys' behavior through yet another lens.

We're going to look into a phenomenon that seems to be becoming more and more prevalent in today's world—Post Traumatic Stress Disorder—and think about whether or not it might be at play in LOTF.

Whether you end up taking this perspective and running with it or you don't quite buy it, the important thing is that you take in as many different perspectives as you can so that you can have the most well-developed, kick-butt analysis of the novel as possible. You can't find the perfect car without trying out a few makes and models first—to find out whether you're a Chevy, a BMW, or a Prius, you'll have to test them out first. Now get driving, Shmooper.


Sample Lesson - Reading

Reading 1.1.08a: LOTF Chapter 7: Things are Getting Testy

The first thing you'll be reading today is LOTF Chapter 7. This is pretty standard—read through the chapter, think about the themes we've been talking about as you read…you know the drill. Don't worry—there's plenty more ahead of you to read and discuss.

Today's reading includes:

Don't think you're done yet, though. No-ho-ho-ho.


Sample Lesson - Reading

Reading 1.1.08b: Digging into PTSD (Part 1)

After Chapter 7, we'll learn about post traumatic stress disorder (PTSD). We're going to apply the idea of PTSD to LOTF. This handy background will give us some solid footing for that application.

When you get to the NAMI site, read the first three sections:

  • Intro paragraphs
  • Symptoms
  • Diagnosis

Ready to become a PTSD expert? We hope you said, "yes," or you won't enjoy this next link:

  • NAMI.org: Posttraumatic Stress Disorder

When you're done with this article, power through to the next reading.


Sample Lesson - Reading

Reading 1.1.08c: Digging into PTSD (Part 2)

Once you've gone through the background on PTSD, you'll read an article and watch a news video about an interesting case in the real world in which PTSD may or may not have been at play.

We won't spoil it too much for you, but it's about a man who did something pretty surprising and troublesome while he was stationed at war. As you read the Atlantic article on Sgt. Bales, keep track of the main arguments each resource makes.

  • Who is arguing that PTSD should be a viable excuse for Bales' behavior?
  • Who is saying, "no way, mister"?
  • Do you think Sgt. Bales should be held fully accountable for his actions?

Jot these notes down so you can remember the main points later. Catch you on the flip side, Shmooper.


Sample Lesson - Activity

Activity 1.08a: Drama or Trauma?

Now that you've got some notes on the main arguments each resource makes regarding Sgt. Bales and on your own opinion as to whether or not Bales should be held fully responsible for the violence he committed, you're going to work that information into a good ol' written response. This response should be around 400-words and will be split up into two sections: the case of Sgt. Bales and the case of Lord of the Flies.

Step One

The first chunk of your response will pretty much be either a defense of or a prosecution against Sgt. Bales.

  • If you think that PTSD was enough of a factor in Bales' actions that he shouldn't be held fully accountable for killing the people he did, explain why you feel that way.
  • If you feel the opposite way—you think Bales deserves to be fully punished for the crimes he committed—explain your thinking.

This is a question we grapple with quite a bit here at Shmoop—it's a complicated situation with strong arguments on both sides. That's why it's important for you to know that there aren't necessarily any right answers here—as long as you can back up your thinking with information from either the resources we looked at in class today or outside resources, you're golden.

Step Two

The second chunk of your response will discuss whether or not you think PTSD could be at play at all on LOTF Island. Check out the symptoms and causes section of the NAMI resource again:

  • Do you see any of those elements at play in the book? Which ones?
  • If PTSD could be at play, what does that mean for our friends?
  • Should the boys be held fully responsible for the things that go on there on the deserted island?

You'll basically take what you did with the Sgt. Bales case and apply it to LOTF. Make sure to use resources (either from today's reading or from outside sources with links included) to explain your thinking.

Step Three

Once you're done laying out your initial thoughts, discuss with your classmates. Did they come to the same conclusions? Add a few sentences about this discussion to your response, then upload the finished product below. 


Sample Lesson - Activity

  1. How does Ralph feel about his and the other boys' appearances at the beginning of the chapter?

  2. What does Ralph daydream about at the beginning of the chapter?

  3. What does Ralph do that he is surprisingly proud of?

  4. Where do the boys go to search for the beast when it begins to get dark?

  5. Which boy does not go on the final search for the beast?

  6. What animal do the boys mistake the beast on top of the mountain for?

  7. What do the boys do when they see the beast at the end of the chapter?