Pollyanna

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. The late 19th and early 20th centuries are often referred to as the “Golden Age of Children’s Literature.” What were some of the popular books published during this period? Why do you think that period might have facilitated this literary epoch for children’s books?

Teaching Suggestion: The “Golden Age of Children’s Literature,” as defined in this NYU Press Keywords entry, generally begins with Alice in Wonderland, published in 1865, and ends with Winnie-the-Pooh, published in 1926. For many of these titles, the theme of being A Child in an Adults’ World is a popular one. During this period, cultural anxieties about politics, war, and the rise of consumerism all influenced the nature of many of these stories. In Pollyanna, these anxieties manifest especially in Pollyanna’s optimism in the face of trauma: Her childish, optimistic views offer a fresh perspective on old, long-standing issues of the adult characters that surround her.

• The Independent’s “Why This Is a Golden Age for Children’s Literature: ‘Children’s Books Are One of the Most Important Forms of Writing We Have’“ explores the enduring value of works like Peter Pan and Treasure Island.
• Oxford Academic’s “The Golden Age of Children’s Literature” provides a working definition of this period, as devised by Peter Hunt, the author of An Introduction to Children’s Literature.

2. In the American popular imagination, the cowboy is often thought of as a symbol of the “Old West,” which refers to the Western half of America during the period from around 1865 to 1895. Reflect upon the social hierarchy of this time. Were cowboys considered part of the “upper class” or the “middle class”—or were they not part of any specific class at all? How did the Old West values of self-reliance and individualism thwart strict class divisions in this period?

Teaching Suggestion: Throughout the novel, Pollyanna refers to her early childhood growing up in the West where, in these lesser developed territories, she was not a member of a rigidly defined social class. When she relocates to Beldingsville at the start of the novel, she is forced to confront and Redress the town’s Classism, which becomes a major theme throughout the book.

• The Library of Congress’ entry on “The American West, 1865-1900” gives a brief overview of this period.
• Weird History’s “The Wild West Was As Wild As You Think—and ‘Justice’ Was Often Even Worse” is a video that looks at the various social dynamics at play in the American West.

Differentiation Suggestion: For advanced classes, students might use higher-level thinking skills to “debunk” the idea that the American West was, as Pollyanna suggests, a more equal society. To that end, you can have students read LitHub’s “America Was Never Class-Free” and/or watch the video by former Secretary of Labor Robert Reich entitled “The Myth of Rugged Individual,” and then discuss how Pollyanna’s implications about the American frontier might be skewed.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the text.

Are you the sort of person who sees the proverbial glass as “half empty” or “half full”? Reflect upon your own values and the way you move through life—would you say you’re more of an optimist or a pessimist? Do you think there’s a benefit from adopting one worldview over another?

Teaching Suggestion: One of the key themes of the book—and also the book’s most enduring cultural legacy—deals with Pollyanna’s Optimism. Pollyanna’s optimism is portrayed as a kind of superpower, one that allows Pollyanna to endure life’s most difficult tragedies. In this prompt, students will get in touch with their own “superpower” related to their worldview, reflecting upon how their own orientation toward optimism/pessimism might help them cope with life’s challenges. For greater alignment with Pollyanna’s own predilection toward optimism, you may want to lead the discussion toward the research that suggests that optimism is associated with significant mental and physical health benefits.

• Harvard Health Publishing’s “Optimism and Your Health” describes the connection between an optimistic worldview and good health.
• Nemours KidsHealth’s “Optimism (for Teens) ” encourages teenagers to embrace optimism, as it supports general resilience in life.

Differentiation Suggestion: For a more interactive approach, you could have students engage in a formal debate around which is superior—to be an optimist or a pessimist. Before students begin researching their positions, explain to them the ground rules for debate, using the English-Speaking Union’s debate club guide. Also, remind students that they should be respectful when forming their arguments. Draw students’ attention to the rubric on which you will be judging them as another way to help them organize their arguments. They will be graded on the following six points: (1) respect for the other team, (2) quality of information, (3) their rebuttal, (4) use of facts/statistics, (5) the organization of their presentation, and (6) the overall understanding of the topic.