Audrey Fisch is Professor of English and Coordinator of Secondary English Education at New Jersey City University where she has taught for over twenty years.Susan Chenelle is Supervisor of Curriculum and Instruction at University Academy Charter High School in Jersey City, New Jersey, where she taught English and journalism for several years.

Using Informational Text to Teach The Great Gatsby hits a home run! Its challenging readings (old and new, in texts of all sorts) and its activities provide students—under the guidance of their teachers—with opportunities for rich, deep reading, learning and thinking. And, while these informational readings and activities tie directly to Gatsby and the world of the novel, they do more—they tie directly to our world today, instilling the study of The Great Gatsby with a relevance it would not otherwise have.

• PrefaceAcknowledgementsHow to Use This BookUnit 1: Why Should We Care about Economic Inequality?Emmanuel Saez and Gabriel Zucman: “Exploding wealth inequality in the United States” David Vandivier: “What Is The Great Gatsby Curve?”Chapters 1, 6, and 8Unit 2: What Is Tom Buchanan Worried about -- Is Civilization “Going to Pieces”?Lothrop Stoddard: The Rising Tide of Color Against White World-SupremacyKenneth L. Roberts: Why Europe Leaves HomeChapters 1, 2, 4, 7, and 9Unit 3: Does Money Make People, Like Tom, Mean? Paul Piff, “Does money make you mean?” Chapters 2, 6, and 8Unit 4: Who Is to Blame in the Black Sox Scandal and in Gatsby? “Eight White Sox Players Are Indicted on Charge of Fixing 1919 World Series; Cicotte Got $10,000 And Jackson $5,000”Stuart Dezenhall, “Newspaper Coverage of the 1919 Black Sox Scandal”Chapters 4 and 9Unit 5: Everyone Is Drinking, So Why Does Prohibition Matter in Gatsby? The National Prohibition Act“Making a Joke of Prohibition in New York City” Chapter 7 or any timeWriting and Discussion RubricAbout the AuthorsTables and answers for all sections are available for download on the series website: www.usinginformationaltext.org.

Audrey Fisch is Professor of English and Coordinator of Secondary English Education at New Jersey City University where she has taught for over twenty years.Susan Chenelle is Supervisor of Curriculum and Instruction at University Academy Charter High School in Jersey City, New Jersey, where she taught English and journalism for several years.

Using Informational Text to Teach The Great Gatsby hits a home run! Its challenging readings (old and new, in texts of all sorts) and its activities provide students—under the guidance of their teachers—with opportunities for rich, deep reading, learning and thinking. And, while these informational readings and activities tie directly to Gatsby and the world of the novel, they do more—they tie directly to our world today, instilling the study of The Great Gatsby with a relevance it would not otherwise have.

• PrefaceAcknowledgementsHow to Use This BookUnit 1: Why Should We Care about Economic Inequality?Emmanuel Saez and Gabriel Zucman: “Exploding wealth inequality in the United States” David Vandivier: “What Is The Great Gatsby Curve?”Chapters 1, 6, and 8Unit 2: What Is Tom Buchanan Worried about -- Is Civilization “Going to Pieces”?Lothrop Stoddard: The Rising Tide of Color Against White World-SupremacyKenneth L. Roberts: Why Europe Leaves HomeChapters 1, 2, 4, 7, and 9Unit 3: Does Money Make People, Like Tom, Mean? Paul Piff, “Does money make you mean?” Chapters 2, 6, and 8Unit 4: Who Is to Blame in the Black Sox Scandal and in Gatsby? “Eight White Sox Players Are Indicted on Charge of Fixing 1919 World Series; Cicotte Got $10,000 And Jackson $5,000”Stuart Dezenhall, “Newspaper Coverage of the 1919 Black Sox Scandal”Chapters 4 and 9Unit 5: Everyone Is Drinking, So Why Does Prohibition Matter in Gatsby? The National Prohibition Act“Making a Joke of Prohibition in New York City” Chapter 7 or any timeWriting and Discussion RubricAbout the AuthorsTables and answers for all sections are available for download on the series website: www.usinginformationaltext.org.

Audrey Fisch is Professor of English and Coordinator of Secondary English Education at New Jersey City University where she has taught for over twenty years.Susan Chenelle is Supervisor of Curriculum and Instruction at University Academy Charter High School in Jersey City, New Jersey, where she taught English and journalism for several years.

Using Informational Text to Teach The Great Gatsby hits a home run! Its challenging readings (old and new, in texts of all sorts) and its activities provide students—under the guidance of their teachers—with opportunities for rich, deep reading, learning and thinking. And, while these informational readings and activities tie directly to Gatsby and the world of the novel, they do more—they tie directly to our world today, instilling the study of The Great Gatsby with a relevance it would not otherwise have.

• PrefaceAcknowledgementsHow to Use This BookUnit 1: Why Should We Care about Economic Inequality?Emmanuel Saez and Gabriel Zucman: “Exploding wealth inequality in the United States” David Vandivier: “What Is The Great Gatsby Curve?”Chapters 1, 6, and 8Unit 2: What Is Tom Buchanan Worried about -- Is Civilization “Going to Pieces”?Lothrop Stoddard: The Rising Tide of Color Against White World-SupremacyKenneth L. Roberts: Why Europe Leaves HomeChapters 1, 2, 4, 7, and 9Unit 3: Does Money Make People, Like Tom, Mean? Paul Piff, “Does money make you mean?” Chapters 2, 6, and 8Unit 4: Who Is to Blame in the Black Sox Scandal and in Gatsby? “Eight White Sox Players Are Indicted on Charge of Fixing 1919 World Series; Cicotte Got $10,000 And Jackson $5,000”Stuart Dezenhall, “Newspaper Coverage of the 1919 Black Sox Scandal”Chapters 4 and 9Unit 5: Everyone Is Drinking, So Why Does Prohibition Matter in Gatsby? The National Prohibition Act“Making a Joke of Prohibition in New York City” Chapter 7 or any timeWriting and Discussion RubricAbout the AuthorsTables and answers for all sections are available for download on the series website: www.usinginformationaltext.org.