In this lesson, students will compare and contrast Nathaniel Hawthorne’s written work concerning 2 women: Hester Prynne and Anne Hutchinson. Contemplating his language, tone, and word choice, students will consider Hawthorne’s perception of the phrase “all men are created equal” in relation to the meaning intended by the Founders. Students will write an analysis essay showing they can critically analyze and cognitively empathize with what they have read. They will draw conclusions and consider nuanced interpretations of Nathaniel Hawthorne’s viewpoint in 2 texts by him. Finally, students will reflect on the ways that Hawthorne’s writing is evidence of the difficulties applying the principles of the Declaration equally and universally at the time of the Founding and onward.

This lesson is the 2nd in a 4‑lesson series.

• How does Hawthorne use Hester’s characterization to explore the principles of “equality,” “unalienable rights” and “consent of the governed’?
• How does Hester’s journey embody struggles over “life, liberty, and the pursuit of happiness” within restrictive social systems?

• Identify and describe specific details in a setting that contribute to the understanding of key characters in a text.
• Determine the extent to which the characterizations of Hester Prynne and Anne Hutchinson reflect the principle of equality in the Declaration of Independence.
• Develop a clear thesis statement that presents a strong claim about Hawthorne’s interpretation of equality using evidence from his written work.
• Evaluate the impact of the Declaration of Independence on a work of American literature.

• CHA 1.C. Explain the function of contrasting characters.
• CHA 1.D. Describe how textual details reveal nuances and complexities in characters’ relationships with one another.
• SET 2.B. Explain the function of setting in a narrative.
• FIG 5.D. Identify and explain the function of an image or imagery.
• LAN 7.B. Develop a thesis statement that conveys a defensible claim about an interpretation of literature and may establish a line of reasoning.
• LAN 7.C. Develop commentary that establishes and explains relationships among textual evidence, the line of reasoning, and the thesis.

• Sphere Education’s Principles and Argument of the American Founding.
• The Scarlet Letter
• Boston History in a Minute: Anne Hutchinson video
• Anne Hutchinson and Antinomian Crisis video
• “Mrs. Hutchinson”
• Hawthorne and Hutchinson Student Worksheet (see end of lesson) – 1 per student
• Hester Prynne and Anne Hutchinson Student Worksheet (see end of lesson) – 1 per student

Post 6 posters around the room. Each poster should have one of these quotations.

• “All human beings are born free and equal in dignity and rights.” — Universal Declaration of Human Rights
• “[T]he social compact sets up among the citizens an equality of such a kind, that they all bind themselves to observe the same conditions and should therefore all enjoy the same rights.”- Jean Jacques Rousseau
• “Equality is the public recognition, effectively expressed in institutions and manners, of the principle that an equal degree of attention is due to the needs of all human beings.”- Simone Weil
• “The most pure democracy is that which is so called principally from that equality which prevails in it: for this is what the law in that state directs; that the poor shall be in no greater subjection than the rich; nor that the supreme power shall be lodged with either of these, but that both shall share it.” — Artistotle
• “We hold these truths to be self — evident: that all men and women are created equal.” Elizabeth Cady Stanton
• “That man over there says that women need to be helped into carriages, and lifted over ditches, and to have the best place everywhere. Nobody ever helps me into carriages, or over mud‐​puddles, or gives me any best place! And ain’t I a woman? Look at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no man could head me! And ain’t I a woman?” – Sojourner Truth

Tell students that each of these quotations are about “equality” and are reflective of diverse perspectives. Let them know that their goal in this activity is to individually respond to each quotation with their thoughts, ideas, and/​or reactions.

Give students the opportunity to respond to each quote by silently writing their thoughts on each poster or on sticky notes that can be placed on posters.

After all students have had a chance to respond to the quotations, create 6 small groups and assign each group to one poster. Then, have each group read and categorize the sticky notes so that similar ideas are placed together.

Have each group share their quotation and the identified categories of responses with the whole class.

Ask students to reflect on the activity by discussing the following questions with a partner or in a small group.

• What quotation most resonated with you? Why?
• Which quotation most challenged how you think of equality? Explain.
• What do these quotations around equality illuminate about diverse viewpoints?

Ask students to read (or reread) the “Equality” section of the Principles and Argument of the American Founding.

After they have finished reading, give students the following prompts:

• What part of this reading did you find the most compelling? Why?
• What part of this reading did you find the most surprising? Why?
• What part of this reading are you unsure about? Why?

Have students discuss their answers to these questions with a partner.

Discuss the following questions with students to prompt their thinking about the role of the Declaration of Independence in providing a foundation for American literature.

• What does the phrase “that all men are created equal” mean to you? What did it mean to the Founders?
• How does the principle of equality in the Declaration compare to the quotations you looked at earlier? How does it compare to your own ideas of equality?
• Why has applying the principles of the Declaration of Independence “equally and universally” been a “source of significant conflict through the Founding era and beyond” as stated in the reading?
• In your opinion, what effect has this challenge had on American literature?

Transition to the next activity by asking students why they think the main character of The Scarlet Letter is a woman. What was Hawthorne trying to accomplish with this?

Then explain that Hester is not the only woman Hawthorne wrote about. He also wrote about a woman in history named Anne Hutchinson, who emigrated to Boston in the 17th century.

Introduce Anne Hutchinson to students by watching Boston History in a Minute: Anne Hutchinson or Anne Hutchinson and Antinomian Crisis, or both.

While they are watching, students should respond to the following questions.

• Where did Anne emigrate from?
• Why did she get into “trouble” with the Puritan leaders of the colony?
• How did Anne speak and present herself at her trial?
• What was the outcome of Anne’s trial?

Debrief with the whole class to make sure everyone is on the same page regarding Anne Hutchinson.

Give students a copy of Nathaniel Hawthorne’s character sketch called “Mrs. Hutchinson” and ask them to read it individually or in pairs. Be sure to tell students that this piece was published 2 decades before The Scarlet Letter.

Then have each student complete a table with evidence from the text, using it to think about how Hawthorne viewed the historical figure of Anne Hutchinson. A student copy of this table is available at the end of this lesson. In the following table, you will find several examples of what students might write.

Divide students into small groups and ask them to discuss the following questions:

• What does this sketch reveal about Hawthorne’s opinion of Anne Hutchinson?
• How does Hawthorne characterize Anne and what are similarities and differences between the way he characterizes female characters in The Scarlet Letter?
• Considering your responses to the previous 2 questions, what do you believe are Hawthorne’s views about women?
• Why do you think this?
• When thinking about Hawthorne’s viewpoints, do you think it makes a difference to note when Hawthorne published the Hutchinson sketch and The Scarlet Letter? Explain your thinking.

After students have finished their conversations, debrief as a whole class.

Have students read Chapters 7–12 of The Scarlet Letter. While they are reading, they should identify any literary element (setting, characterization, figurative language, symbols, etc.) that reminds them of Hawthorne’s sketch of Mrs. Hutchinson.

Remind students to annotate their text with questions and mark any details that give them new insights or information about the characters or setting of the story.

Once students have read Chapters 7–12, revisit Hawthorne’s description of the trial scene with Anne Hutchinson in his sketch “Mrs. Hutchinson.” Divide students into small groups and give them the following table. Have students compare the description of Anne’s trial in “Mrs. Hutchinson” to Chapters (Ch) 7 and 8 of The Scarlet Letter and record the similarities and differences. A student copy is available at the end of the pdf of this lesson. The information that follows is included for your reference but does not contain all possible student responses.

Then give each group the following questions to discuss:

• What traits do Hester and Anne Hutchinson share? In what ways do they differ?
• How are the reactions of others to Hester and Anne similar or different in these 2 texts?
• In what ways does the tone of the narration in each text affect your mental image of each woman?
• To what extent do Hawthorne’s word choices and figurative language affect you positively or negatively as the reader?

Return to the principle in the Declaration of Independence “that all men are created equal.” Ask students the following questions:

• If you were to go back in time and ask Nathaniel Hawthorne if he believed “that all men are created equal,” what do you think he would say? What would you say in response?
• Do you think that Hawthorne’s writing (in both The Scarlet Letter and “Mrs. Hutchinson”) reflects the principle “that all men are created equal” as intended by the Founders? Why or why not?

Give students the following essay prompt and ask them to write their response on a physical or digital document. *Note: This essay will be a way for you to assess their ability to both critically analyze and cognitively empathize with these 2 texts by Nathaniel Hawthorne.

Essay Prompt:
In Nathaniel Hawthorne’s The Scarlet Letter and his sketch “Mrs. Hutchinson,” both Hester Prynne and Anne Hutchinson navigate the complexities of individuality and societal judgment within a Puritanical society. Your task is to analyze how Hawthorne interprets the theme of equality through his descriptions of these 2 characters. Is Hawthorne sympathetic to the idea of equality as outlined by the Founders?

• Instructions
  • Develop a clear thesis statement that presents a defensible claim about Hawthorne’s interpretation of equality as it relates to the experiences of Hester and Anne. Consider how Hawthorne’s writing reflects or challenges the ideals of equality articulated by the Founders in the Declaration of Independence.
  • Use relevant and sufficient textual evidence from both The Scarlet Letter and “Mrs. Hutchinson” to support your analysis.
  • Establish a logical line of reasoning that connects your evidence back to your thesis statement.
• Considerations:
  • Think about how Hawthorne’s personal history and societal influences shaped his ideas. (Remember that he wrote The Scarlet Letter 20 years after “Mrs. Hutchinson.”)
  • Consider specific language from the Declaration to uncover the writers’ intentions and beliefs regarding the word “equality.”
  • Reflect on your own experiences and how they inform your understanding of the document.

In closing, ask for students to reflect on the ways that Hawthorne’s writing shows that applying the principles of the Declaration of Independence “equally and universally” has been a “source of significant conflict through the Founding era and beyond.” If there is time, allow a few students to share their thoughts with the class.