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Moby Dick Teaching Unit
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- One critic has stated, “Throughout Melville’s Moby Dick we find the‘savages’–Queequeg, Tashtego, Daggoo, and others–acting with a degree of civility which meets and often surpasses that of their fellow sailors.” Write a compare and contrast essay using the above as your thesis statement. Remember to cite textual examples.
- Ishmael, at one point, says that his choice of a whaler was not of his own free will. What influences does he cite for his choice?
- In chapter three, Ishmael describes a painting hanging on the wall of the Spouter Inn. What relevance does this painting have to the book as a whole?
- What is the thematic function of Fedallah?
- Evaluate the system of whale classification that Ishmael proposes in chapter thirty-two. Does it have any validity in spite of its misconceptions, obsolete notions, and anthropomorphisms? Why or why not?
- Give some examples of foreshadowing as it is used by Ishmael in Moby Dick.
- In your opinion, is the mysterious “Spirit-Spout” of chapter fifty-one Moby Dick?
- In Chapter fifty-eight, Ishmael observes that the population at large considers the sea to be more dangerous than the land. What reasoning does he base this assertion on? Do you agree with him?
About this Document
A teaching unit and individual learning packet from Prestwick House. Includes the following: comprehensive chapter-by-chapter study guides for students; questions suitable for essay topics or discussion; vocabulary lists; multiple-choice and essay test with answer key; introductory material from Prestwick House to familiarize both students and teachers with the work.