Walter Mitty Answers

The Secret Life of Walter Mitty by Jomes Thurber Walter! You're driving too fast! Walter Misey, our here! ne saved Walter! There you are Did you buy the overshoes? Historical Context of The Secret Life of Walter Mitty The Great Depression of the 1930s gave American men a widespread sense of impotence and failure as economic forces beyond their control left them unemployed and unable to provide for their families. For relief. Americans turned to the kind of escapist genre fiction and films parodied in Walter Mitty's fantasies, featuring dashing heroes like Errol Flynn in hypermasculine roles. 1939 marked the transition from this long period of anxiety into a more prosperous era, with the comfortable routines of middle-class consumer culture representing the new American Dream. Thurber makes a couple of specific allusions to local and world events: Mitty hears a newsboy on the street shouting about the Waterbury Trial of 1938, in which the mayor of Waterbury (also the lieutenant governor of Connecticut) and more than 20 other city officials were indicted for corruption and taxpayer fraud. It was the first such scandal in Connecticut history, and local residents were shocked to learn about their lawmakers' corrupt "secret lives." Mitty also picks up a magazine with the cover story "Can Germany Conquer the World Through the Air?" which refers to the growing power of the German military at the start of World War II in Europe-a situation that accounts both for the presence of war on Mitty's mind and for anxieties about strength from Americo as a whole. Literary Concepts: point of view, characterization, symbols Reading strategles: visualize, question, look for the details in the writing Pre-discussion: What effect does aging have on one's identity? Discuss the stereotypes surrounding elderly people, in particular, men. To Discuss In Your Groups: 1. There are two symbols in the story. Can you guess what they may mean? 2. How would you describe Walter Mitty? Does he change in the story (dynamic) or stay the same (static) due to the conflict? Explain. 3. What does Mitty's age have to do with the way we view his character? Could you have a similar story about a daydreaming younger man, or would this fundamentally change its meaning? 4. In this story, who gets to define who Walter Mitty really is: Walter, or the people around him? 5. The point of view in the story is inconsistent. It shifts back and forth from Mitty's mind to the "real world". Why is that necessary? 6. This story is from a limited omniscient point of view, yet we feel empathetic towards Walter. This is usually encouraged (character empathy) through first person point of view. Why is this point of view still effective? 1. The story is told in: (a. Limited Omniscient) Correct. The student has correctly identified the point of view as limited omniscient. This means the narrator knows the thoughts and feelings of one character (Walter Mitty) but doesn't have access to the thoughts of other characters. 2. Why is this point of view effective for this story? (2 marks) Analysis: The student's answer is good. It explains that limited omniscient is needed to show both the character's internal thoughts (his daydreams) and to differentiate between his reality and his inner world. They also mention it could be the first person point of view as well. Evaluation: Good answer, it effectively argues why the limited omniscient POV is the best choice for the story. 3. The particular setting is important to the story because: Analysis: The student correctly points out that the setting of a "suburban, small town America" adds to Mitty's restlessness and lack of excitement. They also identify it as a "normal" town which sets up the contrast with his fantastical daydreams. Evaluation: This is a good, accurate answer. 4. The protagonist is a: (b. Static character) Correct. The student correctly identifies Mitty as a static character. Evidence: The student’s evidence is well-written, pointing out Mitty doesn't change despite the conflict. They use the example of his last fantasy of the firing squad to reinforce he has not rebelled against his ordinary life. Evaluation: This is a well-supported answer. 5. The protagonist is a: (a. Round character) Correct. The student has correctly identified Mitty as a round character. Evidence: The student gives good evidence here, noting his "realistic" nature, the "many sides to his personality", and labeling him as "bored, restless, [and] imaginative". Evaluation: This is also a very good answer with specific supporting details. 6. Characterization: a. Direct Characterization: The student wrote "None!" which is correct. There is no direct characterization in the story. b. Indirect Characterization: Trait: The student has listed multiple traits, “Dreamer, older, restless, imaginative, independent.” and "proud" written above. Evidence: The student has provided good quotes such as "All his dreams are about him being the hero" and “Young garagemen and other characters who see him as incapable”. They have also provided an example ““I’ll wear my arm in a sling.” which speaks to his pride. Evaluation: Overall, the student shows a good understanding of characterization, and that no direct characterization is presented. They have also demonstrated understanding of how indirect characterization works by including relevant quotes. 7. The best answer for the type of conflict in this story is: (b. Character vs self) Correct. The student has correctly identified the primary conflict as "Character vs Self" 8. Explain why you chose this conflict: Analysis: The student explains the choice as "Mitty is bored and restless. He tries to escape in his dreams" which clearly points to internal conflict. They also mention "the stereotypes that society has put on older people affects the way he sees himself," which demonstrates some external impact on his internal conflict. Evaluation: The explanation is clear, concise, and demonstrates an understanding of internal conflict. 9. The ending of this story is: (b. Sad) Correct. The student correctly identified the ending as sad. Analysis: The student has added some reasoning here by writing “He is in front of a firing squad!” along with “nothing is resolved, realistic” Evaluation: The answer is supported with reasoning and is a good analysis of the ending. 10. Symbolism - is there symbolism? If so, what is it and what does it symbolize? Analysis: The student has identified two symbols: "overshoes and gloves" and "Mrs. Mitty". They correctly identify them as symbolizing "his limitations & how others see him" and "The Great Depression (Social & emasculation)". Evaluation: This is a strong and complex response that shows a strong understanding of symbolism. The interpretation of Mrs. Mitty is also well done, relating her to the social and economic difficulties that impacted the character.