The Adventures of Tom Sawyer:
Concept Analysis
Literary Text: The Adventures of Tom Sawyer by Mark Twain
(Bantam Classic 2004 edition)
Summary and Organization:
This book tells the story of a boy named Tom and his experiences and
interactions as a youth in America in the mid to late 1800s. The book
includes stories about Tom fighting with other boys in town, getting in
trouble with his caretaker Aunt Polly and pursuing a girl named Becky.
Experiences in school and church as well as among peers highlight the
chapters of Tom Sawyer’s adventures. Tom is heartbroken after Becky
refuses his proposal. He wants to be a pirate. Tom and his friend Huck
become witnesses to a murder in the graveyard by Injun Joe. As pirates Tom,
Huck and Joe adventure to Jackson Island. After the town searches for the
lost boys and return without success, they presume the three are dead. Tom,
Huck and Joe startle the town when they walk in on their own funeral. Tom
saves Becky from punishment at school. He also risks his safety in revealing
Muff Potter’s innocence in relation to the murder by Injun Joe. He becomes a
town hero. Tom and Huck look for buried treasure and overhear Injun Joe’s
plot and learn of hidden fortune. Huck saves the Widow Douglas and Tom
and Becky become lost in a cave. Tom sees Injun Joe in the cave and after
exhausting all of his resources, Tom goes in search of an escape alone. He
finds an outlet and returns to free Becky. The town is relieved when Tom and
Becky return safely. Injun Joe dies when he is accidently sealed in the cave
for weeks without food or water. Tom and Huck go back to the cave and find
the hidden treasure and become wealthy. In the end, Huck rejects a civilized
way of living and only agrees to endure the Widow Douglas’ hospitality on
the condition of being a member of Tom Sawyer’s Gang. This book is
organized into 35 chapters. The titles for each chapter suggest the content of
the plot. It is written as a sequential story so it is easy to follow the
adventures of Tom Sawyer.
Gerhardt, BYU, 2009
The Central Question or Enduring Issue:
What does it mean to be a good boy in society? I think that Mark Twain
is successful in entertaining his readers and providing a model for good
character in Tom and Huck’s experiences. Both make ―heroic‖ decisions
to protect innocent people. They sacrifice their own comfort for others.
Tom takes Becky’s beating, Huck saves the Widow Douglas. Tom
defends Muff Potter. The mistakes of Tom and Huck are not motivated
by selfish reasons. Twain entertains his readers as he critiques some
aspects of society which have need for reformation. Within the school
system and religious organization, readers can pick up on subtle jabs
where the ideal upheld by society is less than perfect. Twain’s portrayal
of Tom Sawyer and Huck Finn show readers the natural weakness of
youth and also the capacity of young people to be kind and honest.
Issues related to this study of literature. What are the central themes
of this novel?
Humans covet what is difficult to attain.
Work versus play
Reward versus glory
Knowledge versus wisdom
Lawful versus lawless
The flaws of institutions
Youth’s perception of love
The influence of the media
Fitting in with peers ex: smoking
Thinking about consequences/other people
The intrigue of the forbidden
The definition and value of wealth
Revenge
Human nature is good
Individual’s purpose in life
When is lying socially acceptable
What is means to be an individual and a part of society
Gerhardt, BYU, 2009
Setting:
America in the mid to late 1800s. Sunday School setting. American
early school setting. The town of St. Petersburg. Jackson’s Island.
Courtroom. The McDougal’s cave. Students would need a little bit of
background about the culture of America at this time period to explain
the language and behavior in this story.
Point of View, Narrative Voice:
This story is told in third person narrative. The point of view does
not change throughout the novel.
Literary Terms
Allusion
Character sketch
Conflict
Dialogue
Hero
Irony
Motivation
Plot
Suspense
Theme
Gerhardt, BYU, 2009
Affective Issues related to the work:
Students can relate to many of Tom and Huck’s experiences and
attitudes.
What is it like to discover something new (example whistling
page 7)?
How do students define work and play? (page 15)
Learning to read (page 22)
Motivation (page 25)
The worth of knowledge to students? (page 29)
Huck’s freedom (page 38)
What is love? Boyfriend/girlfriend expectations/relationships (page
49)
Books, movies as authorities? (page 55)
Should smoking be legal? (page 99)
Does your mood ever determine your manner? (116)
Freedom takes away the desire to rebel? (page 128)
If you found treasure what would you do with it? (139)
Was Robin Hood a good man? (144)
What makes a good boy or girl? (page 170)
What is your individual purpose in life? (page 184)
What makes a hero to you? (page 195)
Should people be ―forced‖
into society as Huck was? (196)
How can students relate to the
bars and shackles of civilization?
(196)
What does Huck’s statement,
―I ain’t everybody‖ mean to you?
(197)
Gerhardt, BYU, 2009
Vocabulary Issues:
This novel requires a lesson on southern language and dialect. The
words and phrases Twain uses are unique in style. As a class we can
discuss usage and meaning. What affect does Twain’s language and
word choice have on the reader?
Words to discuss:
Old Scratch (4)
Éclat (25)
Engaged (49)
Verdigrease (64)
Hy’roglyphics (138)
Niagara (172)
Honest injun (186)
Ransom (187)
Orgies (190)
Also, the 16 words and their definitions found in the notes on
pages 201-202 would be useful for students to know.
Background Knowledge:
A book I checked out from the library called A Tom Sawyer
Companion by John D. Evans outlines autobiographical information
from Mark Twain that relates to each chapter. It also includes
photographs relating to the story. This is a great source for giving
students background information about things presented in the various
chapter you choose to teach.
Gerhardt, BYU, 2009
Implications for Students of Diversity:
I should address the issue of race before I begin teaching this
novel. I would need to explain historical background and society’s view
of race in Twain’s time. I would need to also explain the terms people
used when referring to black people at the time. Giving context
knowledge would help students’ understanding. This novel also
addresses ―civilized‖ people and those who are not. I would need to be
careful about making any student feel categorized by a discussion of
these themes. Students with special needs would probably find the
reading of the dialogue difficult. I could maybe find a version of Tom
Sawyer written without the slang if possible. Also, I could teach only
certain chapters which are less difficult to read and understand for these
students.
Gender Issues:
There are stereotypes in Tom Sawyer which Twain uses to discuss
gender roles of boys and girls. The chapter where Tom and Becky
explore what they think it means to be romantically interested in each
other would bring up a lot of discussion. Also, Twain emphasizes,
through his character Tom, what it means to be a good boy. How is Tom
a gentleman? He takes a beating for Becky, he consoles her in the cave
and provides a way for her to be saved. How does Tom fit the male role
at the time? Is it different than a male’s role today? If so, how?
Gerhardt, BYU, 2009
Research Issues/ Project Ideas:
Compare and contrast the church experience to going to the
circus (p. 48)
Jackson’s Island Experience:
If you were to become an outlaw what would your name or
title be? (examples The Black Avenger of the Spanish
Main. Terror of the Seas) page 79
Have students draw or create their own Jackson’ Island.
Have students research and demonstrate to the class the activity on
page 87. Put quicksilver in loaves of bread and see if they float.
Have class discussion about superstitions.
Writing assignment:
Do an activity evaluating the value of wealth (diamonds
versus money example on page 138)
Have students create hieroglyphics depicting their idea of treasure
Have students write about what they would do with treasure if they
found it? (139) compare with Huck’s response –what would
they spend money/time on
Have students research Robin Hood
Have students draw or create Injun Joe’s Cup from the cave.
Accompany this with a discussion of the priceless drops,
history, time and man’s contribution to society (184)
Gerhardt, BYU, 2009
Have students research the term honest Injun—where did it come from?
Why was it used? (186)
Have students describe the structure and order of their lives (as
Huck does when he lives with the Widow Douglas) page 197
Twain concludes the novel telling his audience that it is the history
of a boy. Lead this into an assignment for seventh grade students
to write a personal narrative. This will include lessons about
plot, etc. as it relates to The Adventures of Tom Sawyer.
Enrichment Resources:
There are movies about Tom Sawyer which might interest students
as will as many sources on the internet, I’m sure. I would re-com
mend now the book: A Tom Sawyer Companion An Autobiographi
cal Guided Tour with Mark Twain by John D. Evans.
Amy Gerhardt
BYU, 2009
Gerhardt, BYU, 2009